MILITARY  EDUCATION 

IN  THE 

UNITED  STATES 


BY 


CAPTAIN   IRA  L.  REEVES,  United  States  Army 

Professor  of  Military  Science  and  Tactics,  University  of  Vermont 

Author  of  Bamboo  Tales;  A,  B,  C,  of  Rifle,  Revolver 

and  Pistol  Shooting;   Manual  for  Aspirants  for 

Commissions,     in     the     United     States 

Military  Service,  Etc. 


BURLINGTON : 

FREE  PRESS  PRINTING  Co., 
1914. 


COPYRIGHTED  1914 

—  BY  — 
IRA  L.  REEVES. 


DEDICATION. 

To  President  Guy  Potter  Benton, 

of  the  University  of  Vermont,  as  an  appreciation  of  his 
support  and  encouragement  of  the  military  department ;  and 

To  the  Students  of  the  University 

Participating  in  the  classes  in  military  science  and  tactics,  in 

recognition  of  their  loyalty,  respect  and  faithfulness, 

this  volume  is  dedicated. 


285867 


FOREWORD. 

"For  gold  the  merchant  plows  the  main, 

The  farmer  plows  the  manor; 
But  glory  is  the  soldier's  prize, 

The  soldier's  wealth  is  honor." — Burns. 

Numerous  volumes  have  been  written  on  education  in  the  United 
States,  treating  the  subject  historically,  philosophically,  pedagogically, 
and  from  other  points  of  view.  Most  of  these  books  have  handled 
the  topic  from  the  standpoint  of  their  respective  authors  in  a  more 
or  less  exhaustive  manner,  as  far  as  that  part  of  education  which 
pertains  to  civil  occupations,  professions,  and  accomplishments  is  con- 
cerned, but  none  of  them  have  even  given  a  glimpse  into  those  features 
which  deal  with  military  preparedness,  national  defense,  and  the  thou- 
sand and  one  things  necessary  to  make  an  educated  military  man,  pro- 
fessional or  amateur.  A  good  illustration  of  this  is  contained  in  Doc- 
tor Andrew  S.  Draper's  book,  "American  Education,"  in  which  the 
entire  space  given  to  military  education  is  contained  in  the  following 
lines : 

"The  Military  and  Naval  Academies  are  wholly  subject  to  the 
Secretaries  of  War  and  Navy,  and  no  distinct  schoolman  carries  the 
light  of  his  guild  into  the  recesses  of  their  affairs." 

A  preface  is  no  place  for  criticism.  Let  the  reader  draw  his  own 
conclusions. 

The  writer  has  attempted  in  the  accompanying  pages  to  contribute 
a  volume  on  a  subject  woefully  neglected  yet  one  which  is  very  im- 
portant, and  it  is  hoped  his  efforts  will  serve  in  a  small  measure  to 
bring  the  matter  more  prominently  before  the  public.  The  more  the 
public  learns  of  our  military  system  the  more  popular  will  the  mili- 
tary service  become  with  the  masses.  The  average  American  citizen 
sadly  lacks  knowledge  of  the  Army,  its  methods,  its  duties,  and  its 
educational  system.  No  attempt  will  be  made  to  charge  this  ignorance 
to  any  particular  class  of  our  citizens,  for  college  graduates,  educators, 
business  men  and  professional  men,  with  a  few  shining  exceptions, 
have  equally  neglected  to  inform  themselves  on  the  workings  of  this 
very  important  institution  of  our  Government.  This  negligence  has 
lead  many  to  believe  that  the  army  man's  life  is  one  of  idleness,  light 


6  ^   I  :  .:  ./ ;  .    .     iTOREWORD. 

thinking,  pomp  and  feathers,  and  this  opinion  has  had  as  its  legitimate 
child  a  silent  popular  dislike  for  the  services ;  one  might  say  a  sort  of 

"I  do  not  love  thee,  Doctor  Fell; 
The  reason  why  I  cannot  tell; 
But  this  alone  I  know  full  well, 
I  do  not  love  thee,  Doctor  Fell." 

unpopularity. 

Our  Army  has  never  been  charged  with  a  responsibility,  whether 
of  a  military  or  civil  nature,  where  it  has  failed  to  perform  its  duty  to 
the  entire  satisfaction  of  the  American  people.  This  enviable  record 
may  be  traced  directly  to  the  character,  the  sense  of  honor  and  the 
mental  and  physical  accomplishments  obtained  through  the  military  edu- 
tional  methods  in  existence.  This  important  branch  of  our  educational 
system  is  deserving  not  only  of  a  reasonable  amount  of  unprejudiced 
space  in  any  treatise  on  education,  but  of  a  volume  of  its  own. 


ACKNOWLEDGEMENTS. 

A  book  of  this  character  is  of  necessity  largely  a  matter  of  com- 
pilation. In  the  present  effort  a  great  part  of  the  text  is  taken  from 
orders  issued  from  the  headquarters  of  the  Army,  eliminating  here  and 
adding  there,  and  frequently  changing  the  language  to  conform  to  the 
general  plan. 

The  commandants  and  secretaries  of  the  Army  Service  Schools 
have  been  very  kind  in  furnishing  data  pertaining  to  their  respective 
institutions,  and  the  same  may  be  said  of  the  officers  of  the  Army  on 
duty  with  universities,  colleges  and  academies  as  professors  of  military 
science  and  tactics,  and  with  the  Militia  as  inspector-instructors. 

The  author  is  under  especial  obligations  to  Professor  J.  Franklin 
Messenger,  Ph.  D.,  Professor  of  Education  and  Director  of  the  Summer 
School,  University  of  Vermont,  for  many  valuable  suggestions  and 
constant  encouragement  during  the  preparation  of  these  pages.  Doctor 
Messenger  has  also  written  the  Introduction  to  this  book. 

To  Doctor  Robert  T.  Kerlin,  Professor  of  English  literature  at 
Virginia  Military  Institute,  is  due  the  credit  for  suggesting  the  prepara- 
tion of  a  volume  on  military  education. 

Space  forbids  giving  the  names  and  particular  assistance  given  by 
the  many  officials  of  educational  institutions  and  officers  of  the  Army 
in  the  preparation  of  the  following  chapters  but  the  writer  is  neverthe- 
less most  thankful  and  grateful  to  each  and  every  one  of  them. 

IRA  L.  REEVES. 

Military  Department,  University  of  Vermont, 
Burlington,  Vt,  April  14,  1914. 


INTRODUCTION. 

If  all  that  is  said  about  military  education  by  all  of  the  teachers 
of  education  in  all  of  the  colleges  in  the  country  were  written  in  a  book 
I  doubt  if  it  would  make  a  very  deep  impression.  (We  study  the  educa- 
tion of  the  Greeks  and  of  the  Romans,  and  we  know  to  what  extent 
each  was  military,  but  how  many  of  us  know  to  what  extent  education 
in  the  United  States  is  military?  How  many  of  us  think  that  training 
for  the  army  is  drill,  but  not  education?  How  many  of  us  know  that 
there  is  any  military  education  except  at  West  Point,  Annapolis  and  a 
few  state  schools? 

In  our  discussions  and  lectures  on  school  administration  we  treat 
of  a  great  variety  of  schools  and  their  different  purposes,  but  military 
schools  are  hardly  mentioned  even  with  vocational  schools.  And  yet 
the  army  is  by  far  the  largest  body  of  men  supported  by  the  govern- 
ment, and  it  is  practically  the  only  body  that  is  both  trained  and  sup- 
ported by  the  government.  We  are  interested  in  the  education  of  farm- 
ers, mechanics,  tradesmen  and  doctors  because  we  realize  that  we  are 
all  dependent  upon  them  for  one  thing  or  another.  As  individuals  we 
are  not  so  directly  dependent  upon  the  army,  at  least  in  time  of  peace, 
but  as  a  nation  we  are  greatly  dependent  upon  it,  and  military  educa- 
tion is  a  matter  of  great  public  concern. 

We  hear  much  discussion  about  appropriations  of  Congress  for  the 
War  Department,  about  the  size  of  the  army  and  other  military  mat- 
ters. We  accept  the  principle  that  a  given  work  can  be  done  by  fewer 
men  if  the  men  are  properly  educated  than  if  they  are  not.  We  are 
interested  in  education  as  a  matter  of  economics.  The  same  principle 
applies  to  the  army.  Military  education  is  a  part  of  national  con- 
servation, and  should  have  a  more  prominent  place  than  it  has  in  the 
study  of  the  history  of  education  and  school  administration.  In  any 
book  on  education  in  the  United  States  at  least  one  chapter  should 
be  devoted  to  military  education  if  the  system  is  to  be  treated  at  all 
adequately. 

Since  reading  the  manuscript  of  Captain  Reeves'  book  I  have 
looked  in  my  own  library  to  see  what  was  there  about  military  educa- 


10  INTRODUCTION. 

tion.  It  is  needless  to  say  that  I  have  not  found  enough  to  mention. 
There  is  a  singular  gap  in  educational  literature.  I  trust  that  this 
book  will  help  fill  the  gap,  and  that  writers  on  education  and  teach- 
ers of  education  in  colleges  will  find  it  a  convenient  and  valuable  source 
of  information. 

J.  FRANKLIN  MESSENGER. 
University  of  Vermont. 


CHAPTER  HEADINGS. 

Page. 

INTRODUCTION. 
Professor  J.  F.  MESSENGER,  Ph.  D 9 

CHAPTER  I. 
MILITARY  EDUCATION,   GENERALLY 17 

CHAPTER  II. 

UNITED    STATES    MILITARY    ACADEMY,    West    Point, 
N.  Y 36 

CHAPTER  III. 

MILITARY  EDUCATION   IN   CIVIL   INSTITUTIONS   OF 
LEARNING    59 

CHAPTER  IV. 
MILITARY  EDUCATION   IN   LAND   GRANT   COLLEGES 

AND  UNIVERSITIES    79 

CHAPTER  V. 

MILITARY  EDUCATION   IN   CIVIL   INSTITUTIONS   OF 
LEARNING  OTHER  THAN  LAND  GRANT 158 

CHAPTER  VI. 
THE  ARMY  WAR  COLLEGE,  Washington,  D.  C 198 

CHAPTER  VII. 
THE  ARMY  SERVICE  SCHOOLS,  Fort  Leavenworth,  Kansas. 203 

CHAPTER  VIII. 
THE  COAST  ARTILLERY  SCHOOL,  Fort  Monroe,  Virginia.  .240 

CHAPTER  IX. 

THE    ARMY    ENGINEER    SCHOOL,    Washington    Barracks, 
D.  C 254 

CHAPTER  X. 
THE  MOUNTED  SERVICE  SCHOOL,  Fort  Riley,  Kansas.  ...266 

CHAPTER  XI. 

THE  UNITED  STATES  ARMY  MEDICAL  SCHOOL,  Wash- 
ington, D.  C 282 

CHAPTER  XII. 

GARRISON  SCHOOLS  FOR  COMMISSIONED  OFFICERS 
OF  THE  ARMY,  at  Military  Posts   298 


12  CHAPTER  HEADINGS. 

CHAPTER  XIII. 
POST  SCHOOLS  FOR  ENLISTED  MEN,  at  Military  Posts.. 315 

CHAPTER  XIV. 

SCHOOLS  FOR  BAKERS  AND  COOKS,  Presidio  of  San  Fran- 
cisco, California  and  Washington  Barracks,  D.  C 321 

CHAPTER  XV. 
STUDENTS  MILITARY  INSTRUCTION  CAMPS 330 

CHAPTER  XVI. 
THE  SCHOOL  OF  MUSKETRY,  Fort  Sill,  Oklahoma 338 

CHAPTER  XVII. 

THE  SCHOOL  OF  FIRE  FOR  FIELD  ARTILLERY,  Fort  Sill, 
Oklahoma  362 

CHAPTER  XVIII. 
SIGNAL  CORPS  AVIATION  SCHOOL,  San  Diego,  California.  .366 

CHAPTER  XIX. 
MILITARY  EDUCATION  OF  THE  ORGANIZED  MILITIA.  .372 

APPENDIX  I. 

SAMPLE  SET  OF  EXAMINATION  QUESTIONS  FOR 
ENTRANCE  TO  WEST  POINT  393 

APPENDIX  II. 

SAMPLE  SET  OF  QUESTIONS  FOR  APPOINTMENT  TO 
THE  ARMY  MEDICAL  CORPS % 400 

APPENDIX  III. 

NAMES  AND  LOCATION  OF  GARRISONED  POSTS  OF 
THE  UNITED  STATES 402 

APPENDIX  IV. 
THE  AUTHORIZED  STRENGTH  OF  THE  ARMY 405 

APPENDIX  V. 

OFFICERS  OF  THE  ARMY  DETAILED  AS  PROFESSORS 
OF  MILITARY  SCIENCE  AND  TACTICS  AT  EDUCA- 
TIONAL INSTITUTIONS 407 

APPENDIX  VI. 

OFFICERS  OF  THE  ARMY  DETAILED  FOR  DUTY 
WITH  THE  ORGANIZED  MILITIA  OF  THE  UNITED 
STATES 411 

APPENDIX  VII. 

CONGRESSIONAL  ENACTMENTS  RELATING  TO  LAND 
GRANT  COLLEGES  .  ..415 


LIST  OF  ILLUSTRATIONS. 

Page. 
FRONTISPIECE,  THE  ARMY  WAR  COLLEGE,  Washington, 

D.  C. 
MAJOR  GENERAL  LEONARD  WOOD,  U.  S.  ARMY 98 

CADET  BATTALIONS,  UNIVERSITY  OF  CALIFORNIA, 
Berkeley,  California 115 

CADET  BATTALIONS  OF  UNIVERSITY  OF  ILLINOIS 
PASSING  IN  REVIEW  BEFORE  GENERAL  NELSON 
A.  MILES,  U.  S.  A 121 

FIRST  REGIMENT  OF  INFANTRY,  CORNELL  UNIVER- 
SITY CORPS  OF  CADETS,  Ithaca,  New  York 136 

UNIVERSITY  REGIMENT  OF  CADETS,  OHIO  STATE 
UNIVERSITY,  Columbus,  Ohio  139 

CORPS  OF  CADETS,  OREGON  AGRICULTURAL  COL- 
LEGE, Corvallis,  Oregon  141 

THE  CADETS  OF  THE  UNIVERSITY  OF  PORTO  RICO, 
San  Juan,  Pogto  Rico 142 

COMPANY  G  OF  THE  CADET  CORPS,  AGRICULTURAL 
AND  MECHANICAL  COLLEGE  OF  TEXAS,  College 
Station,  Texas 147 

CADET  BATTALION,  BAND,  COMMANDANT  AND  CADET 
OFFICERS,  UNIVERSITY  OF  VERMONT,  Burlington, 
Vermont  149 

WESTERN  MILITARY  ACADEMY,  Alton,  Illinois 165 

BATTALION  OF  CADETS,  CULVER  MILITARY  ACADEMY 
Culver,  Indiana  166 

THE  "BLACK  HORSE  TROOP,"  CULVER  MILITARY 
ACADEMY,  SERVING  AS  ESCORT  TO  THE  VICE- 
PRESIDENT  OF  THE  UNITED  STATES,  March  4,  1913.166 

GUARD  MOUNTING,  KENTUCKY  MILITARY  INSTITUTE, 
Lyndon,   Kentucky    168 

THE  BATTALION  OF  CADETS,  THE  COLLEGE  OF  ST. 
THOMAS,  St.  Paul,  Minn 170 


14  LIST  OF  ILLUSTRATIONS. 

THE  KEMPER  MILITARY  SCHOOL,  Boonville,  Missouri.  ...172 
SKIRMISH  DRILL,  WENTWORTH  MILITARY  ACADEMY, 
Lexington,  Missouri   172 

NEW  MEXICO  MILITARY  INSTITUTE,  Roswell,  New 
Mexico 174 

CAVALRY  PARADE,  ST.  JOHN'S  SCHOOL,  Manlius,  New 
York  175 

NORWICH  UNIVERSITY,  Northfield,  Vermont  187 

THE  COMMANDANT  AND  CADET  OFFICERS  AND  PART 
OF  CAMP  OF  CADETS  ON  OCCASION  OF  ANNUAL 
PRACTICE  MARCH,  ST.  JOHN'S  MILITARY  ACAD- 
EMY, Delafield,  Wisconsin 193 

CADETS  OF  MIAMI  MILITARY  INSTITUTE,  GERMAN- 
TOWN,  OHIO,  ON  RIFLE  RANGE,  Camp  Perry,  Ohio. .  .196 

COAST  ARTILLERY  SCHOOL,  Fort  Monroe,  Virginia 240 

PHYSICS  LABORATORY,  COAST  ARTILLERY  SCHOOL, 
Fort  Monroe,  Virginia  248 

PRACTICAL  AND  LABORATORY  INSTRUCTION,   U.   S. 

ARMY  MEDICAL  SCHOOL,  Washington,  D.  C 282 

HON.  LINDLEY  M.  GARRISON,  SECRETARY  OF  WAR.. 330 

PRESIDENT  HENRY  STURGIS  DRINKER,  LEHIGH  UNI- 
VERSITY   332 

PRESIDENT  GUY  POTTER  BENTON,  UNIVERSITY  OF 
VERMONT  332 

CAPTAIN  OLIVER  EDWARDS,  5TH  U.  S.  INFANTRY. ..  .332 

SCENES  FROM  STUDENTS  MILITARY  INSTRUCTION 
CAMP,  Gettysburg,  Pa.,  1913 334 

BAND,  5TH  U.  S.  INFANTRY 336 

PRACTICAL  INSTRUCTION  AT  THE  SCHOOL  OF  FIRE 
FOR  FIELD  ARTILLERY 362 

PRACTICAL  INSTRUCTION  AT  THE  SCHOOL  OF  FIRE 
FOR  FIELD  ARTILLERY  364 

NATIONAL   GUARD    INSTRUCTION    IN    THEORY   AND 

PRACTICE  OF  SCOUTING    391 

INSTRUCTION  IN  PATROLLING  .  .391 


MILITARY  EDUCATION  IN  THE 
UNITED   STATES. 


CHAPTER  I. 

MILITARY  EDUCATION,  GENERALLY. 

"The  Church  utters  her  most  indignant  anathema  at  an  unrighteous  war, 
but  she  has  never  refused  to  honor  the  faithful  soldiers  who  fight  in  the 
cause  of  their  country  and  God.  The  gentlest  and  most  Christian  of  modern 
poets  has  used  the  tremendous  thought: — 

"God's  most  dreaded  instrument 
In  working  out  a  pure  intent 
Is  man  arrayed  for  mutual  slaughter, 
Yea,  Carnage  is  his  daughter." 

— Frederick  'William  Farrar. 

The  military  is  among  the  oldest  of  all  professions.  The  very 
first  chapters  of  history  tell  of  wars  and  warriors,  of  races  and  nations 
arrayed  against  each  other  in  panoply  of  war. 

The  primitive  man  whose  weapon  was  but  a  knotted  club,  or  the 
sling-shot,  practiced  the  use  of  his  crude  implements  of  combat  until  he 
became  skilled  in  their  manipulation.  His  dexterity  suggested  improve- 
ment in  the  weapon  and  in  turn  the  improved  weapon  called  for  a  dif- 
ferent training  of  the  user. 

Thus  wars,  and  the  methods  by  which  they  were  fought,  early  en- 
gaged the  attention  of  many  inventive  minds,  and  to  this  day,  a 
large  part  of  the  world's  best  talent  has  been  devoted  to  the  science  and 
art  of  war.  There  has  not  been  in  the  past,  nor  is  there  now,  any  line 
of  human  activity  upon  which  there  has  been  more  brains  employed  and 
energy  expended,  than  in  the  profession  of  arms — wars  and  preparation 
for  them. 

The  development  of  any  line  of  effort  calls  for  some  system  of 
education  in  the  art  or  science  of  that  particular  effort.  In  all  commer- 
cial activities,  competition  has  forced  a  thorough  system  of  education 
covering  the  particular  profession  or  trade,  or  other  human  endeavor. 
The  military  was  the  first  competition  engaged  in  by  man.  It  no  doubt 
antedates  rivalry  in  the  chase  and  tests  of  physical  strength,  both  of 
which  early  received  the  attention  of  the  human  race. 

War  is  competition  in  the  most  accentuated  definition  of  the  word. 
The  great  energy  required  in  trying  campaigns,  and  the  extreme  tests 
of  physical  courage  and  endurance  on  the  field  of  battle  cannot  have 
a  parallel  in  any  other  line  of  man's  work. 

In  all  forms  of  contests  the  day  of  the  event  is  preceded  by  many 
days  of  preparation  on  the  part  of  the  prospective  contestants  who  hope 
for  victory.  This  preparation  is  calculated  to  produce  a  superior  knowl- 


18  MILITARY  EDUCATION   IN  THE  UNITED   STATES. 

edge  of  method  by  which  success  may  crown  the  effort  of  the  par- 
ticipant. In  athletics  this  preparation  takes  upon  itself  largely  the  form 
of  physical  training,  yet  in  most  athletic  contests  where  physical  train- 
ing is  equal  between  those  competing,  he  who  uses  his  brains  best  will 
be  the  victor. 

There  was  a  time  in  the  history  of  the  world  when  success  on  the 
field  of  battle  was  determined  very  largely  by  the  relative  physical 
strength  of  the  soldiers  of  the  opposing  armies,  together,  of  course, 
with  the  necessary  courage  always  expected  of  the  successful  fighting 
man.  This  condition  has,  however,  long  since  passed  and  to-day  the 
success  of  contending  armies  is  largely  determined  by  the  training  of 
the  leaders  in  all  that  pertains  to  the  art  and  science  of  war,  and  the 
instruction  of  the  men  in  the  ranks  in  the  manipulation  of  their  weapons 
and  the  execution  of  the  various  formations  necessary  to  conduct  them 
to  their  proper  places  in  the  fighting  line  or  other  positions  on  the  bat- 
tlefield where  their  services  are  required.  The  modern  battle  is  there- 
fore more  of  a  contest  of  brains  than  of  brawn. 

The  first  attempts  at  education  in  military  art  consisted  in  working 
out  efficient  methods  of  throwing  a  spear  or  stringing  a  bow,  and  in- 
struction in  the  school  of  archery.  This  teaching  was  more  for  the  in- 
dividual than  for  the  mass. 

As  the  human  race  developed  along  other  lines  the  military  kept 
pace — in  fact  set  the  pace — and  today  this  art  and  science  has  grown  to 
such  an  extent  and  has  become  so  intricate  in  its  multiplicity  of  branches 
that  it  is  no  longer  possible  for  any  human  being  to  master  that  which 
it  has  to  offer  along  its  various  lines.  Military  education  today  is 
largely  one  of  specialization.  The  great  commander  of  the  future  can- 
not hope  to  have  an  intimate  knowledge  of  the  workings  of  all  the 
elements  that  make  up  his  command.  His  knowledge  will  consist  chiefly 
of  a  proper  appreciation  of  the  value  as  a  part  of  an  effective  fighting 
machine  of  the  various  arms  of  the  service  which  constitute  his  army. 
He  must  be  content  to  leave  the  details  of  the  workings  of  these  numer- 
ous parts  to  specialists.  His  staff  will  be  composed  of  military  men 
educated  along  special  lines.  He  will  be  the  directing  force;  his  im- 
mediate assistants  the  brains  through  which  that  force  operates. 

Any  attempt  to  trace  the  development  of  military  education  from, 
the  earliest  records  to  the  present  date  would  in  itself  make  a  volume 
greater  than  this  one.  The  purpose  herein  sought  is  to  give  a  fair 
knowledge  of  military  education  in  the  United  States  as  it  exists  today, 
rather  than  to  trace  the  development  of  our  present  system  from  its  be- 
ginning ;  therefor,  but  a  brief  insight  into  the  early  history  is  attempted. 


MILITARY  EDUCATION,  GENERALLY.  19 

For  the  purposes  of  this  volume  the  history  of  military  education 
need  not  go  back  further  than  the  War  of  the  Revolution.  The  soldiers 
of  the  colonies  before  this  war,  who  engaged  in  numerous  battles  with 
the  native  Indians,  and  in  some  cases  fought  out  on  American  soil,  quar- 
rels fomented  in  Europe,  learned  the  work  of  a  soldier  in  the  hard 
school  of  experience.  The  battles  in  which  they  were  engaged,  how- 
ever, were  more  in  the  nature  of  guerilla  warfare,  where  the  niceties  of 
the  art  of  war  were  not  called  for.  Our  War  for  Independence  was  a 
conflict  of  a  different  sort;  the  massing  of  raw  militia  and  volunteers 
in  great  numbers  without  any  definite  system  of  organization,  dis- 
cipline, or  instruction,  soon  showed  to  the  great  minds  behind  the 
movement  for  independence  wherein  our  greatest  weakness  lay — the 
want  of  trained  and  educated  leaders,  organizers,  disciplinarians  and 
teachers.  This  great  need  was  partially  met  by  giving  positions  of 
military  rank  and  authority  to  foreign  soldiers  of  education  and  ex- 
perience, notably  De  Kalb,  Pulaski,  Kosciuszko,  and  Marquis  de 
Lafayette. 

Washington  was  a  firm  believer  in  military  education.  Many  of 
his  writings  expressed  in  the  strongest  of  language  his  feelings  in 
regard  to  this  matter.  In  his  polite  but  vigorous  manner  he  deprecated 
on  more  than  one  occasion  the  lack  of  proper  military  preparedness  in 
the  way  of  trained  and  educated  officers,  and  frequently  expressed  his 
impatience  at  the  failure  of  the  directing  authorities  to  appreciate  this 
great  flaw  in  our  military  organization,  during  different  periods  of  this 
long-drawn-out  war.  He  advocated  the  founding  of  a  military  acad~- 
emy  for  the  education  of  officers  for  the  Army,  and  it  was  largely 
through  his  efforts  that  the  Academy  now  at  West  Point  was  created 
by  Act  of  Congress  in  1802. 

EARLIER  EDUCATION  IN  THE  ARMY. 

Efforts  by  the  military  authorities  to  establish  and  maintain  schools 
of  practice  in  the  Army  began  almost  with  the  organization  of  that 
institution,  but  did  not  bear  fruit  until  some  years  following  the  War 
of  1812.  The  necessity  for  such  schools  became  manifest  at  an  early 
date.  Our  operations  on  land  during  our  second  war  with  Great 
Britain  no  doubt  had  a  great  awakening  influence.  Most  of  our 
disasters  during  this  indecisive  war  could  be  traced  directly  to  the 
lack  of  trained  officers.  The  authorities  were  aroused  to  action  and 
the  School  for  Artillery  was  established  in  1824.  In  1826  a  School 
for  Infantry  was  established.  The  first  of  these  schools  is  still  main- 


20  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

tained,  the  latter  was  short  lived  and  its  successor  is  the  present  "Army 
Service  School." 

In  1823,  Gen.  Theodore  J.  Jesup,  Quartermaster  General  of  the 
Army,  in  a  communication  to  Honorable  J.  C.  Calhoun,  Secretary  of 
War,  made  the  following  recommendation: 

"The  importance  of  an  army  school  of  practice  is  too  obvious  to  require 
demonstration.  Without  such  an  establishment,  uniformity  of  discipline  can- 
not be  expected,  nor  can  the  government  be  sufficiently  acquainted  with  the 
character,  capacity,  and  attainments  of  its  officers  to  be  able  to  employ  them 
with  advantage  in  the  event  of  war.  In  developing  character  and  talent,  a 
school  properly  organized  would  have  the  same  advantage  in  peace  which 
active  service  would  have  in  war.  It  should  be  organized  on  a  liberal  scale, 
and,  as  soon  as  the  circumstances  of  the  service  shall  permit,  should  em- 
brace the  theory  and  practical  application  of  every  branch  of  military  sci- 
ence. In  the  present  state  of  our  army  it  would  be  difficult  to  form  a  school 
on  a  scale  so  extensive;  but  as  regards  a  knowledge  of  the  separate  arms 
much  might  even  now  be  done. 

"The  regiments  of  infantry,  if  the  officers  were  properly  instructed  in 
the  elements  of  military  science,  would,  for  that  arm,  present  the  best  pos- 
sible school,  but  unfortunately,  very  few  of  them  have  received  even  the 
rudiments  of  military  education;  of  consequence,  no  advance  is  made  by 
that  arm  beyond  the  mere  parade  and  drill  of  a  garrison." 

To  Gen.  Jesup  is  undoubtedly  due  the  credit  for  the  establishment 
of  the  first  army  school  of  practice  in  the  United  States.  The  first  of 
these  schools,  as  stated,  was  the  "Artillery  School"  which  was  estab- 
lished by  the  War  Department,  April  5,  1824,  the  order  directing  ten 
companies  of  artillery  to  be  stationed  at  Fortress  Monroe,  Virginia, 
to  be  organized  as  a  regiment  and  designated  the  "Artillery  Corps  for 
Instruction." 

A  "School  for  the  Instruction  of  Infantry"  was  established  at 
Jefferson  Barracks,  Missouri,  (near  St.  Louis)  in  1826.  The  site  of 
Jefferson  Barracks  was  chosen  by  Generals  Gaines  and  Atkinson  in 
the  early  summer  of  that  year.  Upon  approval  of  their  selection 
Captain  Stephen  W.  Kearney,  with  several  companies  of  the  Sixth 
Infantry,  first  occupied  the  camp  site  July  10,  1826.  On  September 
17,  of  that  year,  Colonel  Henry  Leavenworth,  Third  Infantry,  arrived 
with  four  companies  of  his  regiment  from  Green  Bay,  Wisconsin.  On 
October  23  the  camp  was  designated  as  Jefferson  Barracks,  in  honor 
of  the  signer  of  the  Declaration  of  Independence.  The  command  of 
the  camp  fell  to  Colonel  Leavenworth,  the  senior  officer.  To  him  is 
due  the  honor  of  conducting  the  first  "Infantry  School  of  Instruction." 

This  school  was  but  a  short  time  in  existence.  No  similar  school 
was  attempted  until  1881  when  General  Sherman  issued  his  orders 
that  such  a  school  should  be  organized  at  Fort  Leavenworth,  Kansas. 
It  is  a  matter  of  interest  to  note  that  the  site  of  the  fort  at  which  our 
principal  Service  Schools  are  now  conducted  was  chosen  by  Colonel 
Leavenworth  and  that  the  post  now  bears  his  name. 


MILITARY  EDUCATION,  GENERALLY.  21 

Major  General  Jacob  Brown,  Commanding  the  Army,  in  his  an- 
nual report  for  1826,  discusses  the  benefits  to  be  derived  from  the 
school  established  at  Jefferson  Barracks  as  follows: 

"The  benefits  which  are  believed  naturally  to  spring  from  the  system  in 
question  are  important  and  manifold.  Among  them  may  be  noted,  in  gen- 
eral terms,  habits  of  uniformity  and  accuracy  in  the  practical  routine  of 
service,  fresh  incitement  to  the  cultivation  of  military  knowledge,  emulation 
and  esprit  de  corps  among  the  troops,  and  mutual  conformity  and  general 
elevation  of  individual  character  among  the  officers.  But  by  the  enervating 
influence  of  a  passive  garrison  life,  influence  which,  without  the  adoption  of 
this  or  a  similar  system,  it  is  impossible  to  resist,  these  high  qualities,  so 
invaluable  to  an  army,  must  in  a  measure  be  forfeited. 

"With  this  view  of  the  subject,  it  has  been  thought  desirable  to  extend 
the  principle  as  far  as  possible  for  the  infantry  also.  Duties  of  an  active 
nature  are,  perhaps,  more  frequently  enjoined  on  this  arm  of  the  service 
than  on  artillery,  but  it  stands  in  no  less  need  of  the  advantages  to  be  de- 
rived from  a  school  of  practice.  The  numerical  strength  of  our  infantry 
regiments  is  indeed  small,  considering  the  wide  extent  of  frontier  which 
they  are  commissioned  to  defend,  and  the  detachments  could  not,  perhaps,  be 
permanently  drawn  from  them  without  prejudice  to  the  ulterior  object  of 
their  maintenance;  but  while  this  objection  would  be  effectually  obviated  by 
the  increased  efficiency  which  such  an  institution  is  calculated  to  produce, 
the  salutary  operation  of  it  in  other  respects,  it  is  hoped,  will  in  time  be 
generally  felt  and  fairly  appreciated." 

General  George  B.  Davis  in  an  article  in  the  United  States  Cavalry 
Journal  in  December,  1895,  makes  interesting  comments  on  this  early 
attempt  at  military  education.  General  Davis  said: 

"From  an  examination  of  such  meager  references  to  the  establishment 
as  can  be  found  in  the  letter  and  order  books  of  the  period,  it  is  apparent 
that  the  school  was  neither  begun  nor  maintained  upon  a  scale  of  wasteful 
extravagance.  After  some  correspondence  with  the  Department,  Colonel 
Leavenworth  was  informed,  under  date  of  April  22,  1827,  that  each  com- 
pany of  his  regiment  was  to  be  provided  with  a  copy  of  'L'Allemand's  Ar- 
tillery.' It  is  probable  that  the  companies  stationed  at  the  school  were  also 
equipped  with  'Scott's  Tactics'  and  the  General  Regulations  of  the  Army, 
and  that  some  sort  of  instruction  in  drill  and  regulations  was  carried  on, 
but  not  for  long,  as  the  letter  announcing  the  shipment  of  the  text  books  in 
artillery  bears  date  April  21,  nearly  a  month  subsequent  to  the  date  of  the 
order  transferring  the  garrison  of  Jefferson  Barracks  to  the  Upper  Missouri. 
And  so  passed,  after  a  life  so  short  as  to  have  deprived  the  undertaking  of 
anything  like  an  epoch-making  character,  the  first  attempt  to  set  on  foot  a 
school  for  the  practical  instruction  of  officers,  not  only  in  the  United  States, 
but  in  all  probability  upon  the  Western  Continent  as  well." 

To  the  persistency  with  which  Major  General  John  Pope,  U.  S. 
Army,  urged  upon  the  authorities  a  school  of  practice  is  due  the  selec- 
tion of  Fort  Leavenworth  as  the  place  for  the  establishment  of  the 
Army  Service  School.  As  the  likelihood  of  trouble  with  the  Indian 
tribes  was  lessened,  it  was  the  general  policy  of  the  War  Department 
to  establish  military  posts  having  larger  garrisons.  General  Pope  who 
for  many  years  was  in  command  of  the  Department  of  the  Missouri, 
in  commenting  on  this  policy  in  his  report  for  1877  said : 

"I  have  so  often  recommended  this  consolidation  of  troops,  that  I  dis- 
like to  urge  it  further;  but  it  will  be  proper  to  again  invite  attention  to  the 
great  advantages  for  such  a  purpose  possessed  by  the  military  reservation 
at  Port  Leavenworth." 


22  MILITARY  EDUCATION  IN  THE  UNITED   STATES. 

The  General  pointed  to  these  advantages  in  the  following : 

"We  have  here  a  reservation  large  enough  for  convenient  accommodation 
of  at  least  four  regiments,  situated  at  the  intersection  of  many  railroads, 
and  easy  of  access  and  communication  in  every  direction;  in  the  midst  of 
as  fine  an  agricultural  and  stock  raising  country  as  there  is  in  the  United 
States;  where  troops  can  be  supplied  at  a  minimum  cost,  and  be  instructed 
under  the  most  favorable  circumstances,  and  where  they  would  be  con- 
veniently placed  at  a  moment's  notice  to  be  transferred  to  any  point  where 
they  might  be  needed,  and  sent  there  in  the  best  condition  for  duty.  As  a 
depot  for  troops,  central  enough  to  fulfill  any  demands  for  service  at  any 
point  west  of  the  Mississippi  River,  and,  indeed,  far  east  of  it,  I  know  of 
no  place  so  suitable,  and  as  the  reservation  belongs  to  the  United  States  no 
expense  would  be  involved,  such  as  would  be  necessary  to  build  barracks, 
which,  with  the  labor  of  a  considerable  number  of  prisoners  in  confinement 
here,  would  be  trifling  as  compared  with  the  cost  of  building  elsewhere.  I 
need  not  point  out  the  benefits  to  the  service  of  having  two  or  three  regi- 
ments concentrated  here  for  military  instruction  and  exercises." 

General  Pope  continued  to  urge  the  establishment  of  a  school  at 
Fort  Leavenworth  until  General  Sherman  finally  decided  to  act.  The 
result  of  this  action  is  given  in  much  greater  detail  in  Chapter  VII,  on 
the  Army  Service  Schools  at  Fort  Leavenworth,  Kansas. 

Instruction  in  military  art  and  science  in  the  United  States  prior 
to  the  Civil  War  was  confined  almost  exclusively  to  that  given  at  West 
Point  and  in  the  Regular  Army.  The  regular  "muster"  periods  during 
that  time,  consisting  of  so-called  militia,  were  a  little  better  than  picnics. 
The  course  of  instruction  was  in  no  sense  educational  and  consisted 
mainly  of  a  few  simple  maneuvers  which  any  volunteer  organization 
would  be  able  to  learn  within  a  few  days. 

In  the  period  immediately  following  our  war  between  the  states, 
our  citizens  already  sated  with  fighting,  felt  themselves  to  be  a  nation 
of  veterans,  and  for  a  number  of  years  our  preparedness  for  national 
defense  rested  very  largely  upon  our  past  accomplishments  along 
military  lines  rather  than  up-to-dateness  of  training  and  education. 

During  the  Civil  War  there  were  several  schools  organized  whose 
specific  function  was  the  preparation  of  young  men  to  become  officers 
in  volunteer  forces.  One  of  these  institutions  was  known  as  the  Free 
Military  School,  which  was  established  at  Philadelphia,  Pa.,  by  the 
Supervisory  Committee  for  Recruiting  Colored  Troops,  on  the  26th  of 
December,  1863,  and  remained  in  operation  until  September  15,  1864, 
when  it  was  closed  for  the  want  of  funds  to  sustain  it.  During  this 
period  484  students  were  graduated,  passing  a  successful  examination 
before  the  board  of  examiners  at  Washington,  D.  C,  of  which  Major 
General  Silas  Casey  was  President.  Of  the  number  of  graduates 
three  were  recommended  for  appointment  as  colonels,  seven  as  lieu- 
tenant-colonels, seventeen  as  majors,  one  hundred  and  fifteen  as  cap- 
tains, one  hundred  and  forty-nine  as  first  lieutenants,  and  one  hundred 


MILITARY  EDUCATION,  GENERALLY.  23 

and  ninety-three  as  second  lieutenants.  It  would  appear  from  the 
number  who  passed  the  examination  that  the  work  of  the  school  was 
most  efficient.  No  data  has  been  found  as  to  how  many  were  actually 
commissioned. 

After  the  close  of  the  Free  Military  School  the  preceptor,  Colonel 
John  H.  Taggart,  who  had  been  colonel  of  the  Twelfth  Regiment  of 
Pennsylvania  Reserves,  founded  what  he  called  the  United  States 
Military  School,  also  located  at  Philadelphia.  This  school  was  estab- 
lished on  somewhat  the  same  basis  as  its  predecessor,  the  Free  Military 
School,  but  enlarged  its  sphere,  receiving  candidates  for  positions  in 
the  Veteran  Reserve  Corps,  and  charged  a  moderate  sum  for  tuition. 
The  graduates  of  this  school  were  very  successful  in  passing  the  ex- 
amination before  General  Casey's  Board  of  Examiners,  upwards  of 
forty  having  graduated  ranging  in  grade  from  majors  to  second 
lieutenants.  All  of  the  students  who  entered  this  school  to  qualify 
themselves  for  commissioned  officers  of  the  Veteran  Reserve  Corps 
passed  successfully  and  were  commissioned. 

The  curriculum  included  the  study  of  military  tactics,  army  regula- 
tions and  the  preparation  of  army  papers  and  had  a  course  in  mathe- 
matics. 

The  school  supplied  all  the  requisite  books  and  charged  a  fee  of 
$20  for  one  month's  course,  $30  for  two  months,  with  two  sessions 
daily.  Soldiers  were  admitted  for  two  weeks  at  $10. 

The  great  victory  of  the  armies  of  the  Northern  States  in  pre- 
venting the  disruption  of  the  Union  lead  many  to  believe  that  as  a 
military  nation  we  were  invincible,  failing  to  realize  that  at  the  be- 
ginning of  the  war  the  South  was  no  better  prepared  for  it  than  the 
North,  and  that  both  governments  were  practically  on  the  same 
basis  as  regards  organizing  volunteer  troops  into  armies  and  training 
and  equipping  them  for  service  on  the  field  of  battle.  It  was  late  in 
the  second  year  of  this  great  conflict  before  the  armies  of  either  the 
North  or  South  could  be  said  to  be  made  up  of  seasoned  and  trained 
soldiers,  lead  by  competent  officers. 

Several  years  after  the  close  of  this  war  a  few  patriotic  citizens 
brought  to  mind  the  old  military  axiom,  "In  time  of  peace  prepare  for 
war,"  and  remembered  that  unnecessary  sacrifices  of  the  men,  money 
and  time  of  both  sides  of  this  internecine  conflict  was  due  entirely  to 
the  lack  of  educated  and  trained  officers  and  noncommissioned  officers 
at  the  outbreak  of  that  strife.  To  these  far-sighted  patriots  must  be 
given  a  large  share  of  credit  for  whatever  there  is  of  military  education 
in  the  United  States  today. 


MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

A  brief  history  of  the  civil  institutions  of  learning  now  main- 
taining departments  for  instruction  in  military  art  and  science  is  given 
in  Chapters  IV  and  V.  These  sketches  also  include  a  description  of 
the  military  work  attempted  and  something  of  the  facilities.  The 
colleges  and  universities  described  in  Chapter  IV  are  the  land  grant 
institutions.  Other  colleges,  academies,  and  schools  having  military 
departments  are  described  in  like  manner  in  Chapter  V.  It  will  be 
unnecessary  to  occupy  space  here  giving  any  of  the  history  of  the 
development  and  growth  of  these  schools. 

It  is  a  hopeful  sign  that  military  education  and  drill  in  the  schools, 
academies,  colleges  and  universities  of  the  United  States  has  never 
been  so  general  or  so  popular  as  it  is  today.  Its  very  great  benefit  at 
institutions  of  learning  as  an  aid  to  academic  work,  and  its  acknowl- 
edged moral,  mental  and  physical  benefits  are  becoming  more  appre- 
ciated as  the  subject  is  becoming  better  understood. 

THE  MILITARY  EDUCATIONAL  SYSTEM  OF  THE 
UNITED  STATES. 

The  military  educational  system  of  the  United  States  today,  in  so 
far  as  the  War  Department  exercises  supervision,  comprises  the  fol- 
lowing : 

1.  The  United  States  Military  Academy  at  West  Point,  New 
York,  for  the  education  of  cadets  who  are  commissioned  on  gradua- 
tion as  second  lieutenants  in  the  army. 

2.  Post  schools  for  the  instruction  of  enlisted  men  of  the  Regular 
Army  at  military  posts. 

3.  At  each  military  post  a  Garrison  School  for  the  instruction  of 
officers  of  the  Army  in  subjects  pertaining  to  their  ordinary  duties. 

4.  The  Army  Service  Schools,  comprising  the  following : 

a.  The  Army  War  College,  Washington,  D.  C. 

b.  The  Army  Staff  College,  Fort  Leavenworth,  Kansas. 

c.  The  Coast  Artillery  School,  Fort  Monroe,  Virginia. 

d.  The   Engineer    School,    Washington   Barracks,    Washington, 
D.  C. 

e.  The  Mounted  Service  School,  Fort  Riley,  Kansas. 

f .  The  Army  Medical  School,  Washington,  D.  C. 

g.  The  Army  Signal  School,  Fort  Leavenworth,  Kansas. 

h.     The  Army  School  of  the  Line,  Fort  Leavenworth,  Kansas. 
i.      The  School   for  Bakers  and  Cooks,   Washington   Barracks, 
District  of  Columbia. 


MILITARY  EDUCATION,  GENERALLY.  25 

j.  The  Schools  for  Bakers  and  Cooks,  Presidio  of  San  Fran- 
cisco, Cal. 

k.     The  Army  Field  Engineer  School,  Fort  Leavenworth,  Kansas. 

1.  The  Army  Field  Service  and  Correspondence  School  for 
Medical  Officers,  Fort  Leavenworth,  Kansas. 

m.     The  School  of  Fire  for  Field  Artillery,  Fort  Sill,  Oklahoma. 

n.     The  School  of  Musketry,  Fort  Sill,  Oklahoma. 

o.     The  Signal  Corps  Aviation  School,  San  Diego,  Cal. 

5.  The  military  departments  of  civil  institutions  of  learning  at 
which  officers  of  the  Army  are  detailed  as  professors  of  military  science 
and  tactics  under  the  provisions  of  law. 

This  vast  educational  system  which  has  as  its  primary  object  the 
schooling  of  our  military  forces  in  the  art  and  science  of  war,  is 
thoroughly  organized,  and  competently  supervised  with  an  efficient 
force  %f  instructors.  The  entire  personnel  of  the  supervising  and  in- 
structional force  is  selected  from  the  best  material  available,  and  each 
instructor  is  usually  a  specialist  in  his  particular  line. 

The  curriculum  of  the  Service  Schools  is  usually  very  heavy,  the 
course  requiring  the  undivided  attention  of  the  student.  The  com- 
petition among  the  students  for  high  standing  in  their  classes  is  keen, 
as  it  is  very  desirable  to  finish  the  prescribed  courses  with  honors. 

In  addition  to  the  civil  institutions  of  learning  that  have  officers 
of  the  Army  detailed  for  duty  in  connection  with  instruction  in  military 
science  and  tactics,  there  are  a  number  of  smaller  schools  giving  more 
or  less  instruction  in  military  drill,  but  few  of  them  attempt  anything 
beyond  mere  movements  in  the  school  of  the  squad,  school  of  the 
company,  and  in  exceptional  cases  movements  in  the  battalion.  A 
number  of  high  schools  have  excellent  military  instruction  of  this 
class,  notably  those  of  Boston.  While  this  kind  of  work  is  very  com- 
mendable and  of  unquestioned  benefit  to  the  cadets  participating  in  it, 
it  is  generally  considered  more  in  the  light  of  disciplinary  and  physical 
exercises  than  of  real  military  value,  and  cannot  be  seriously  counted 
on  as  creating  a  body  of  men  competent  to  officer  volunteer  troops  in 
time  of  war. 

MILITARY  EDUCATION  OF  THE  ORGANIZED  MILITIA. 

While  the  theoretical  and  practical  instruction  of  the  officers  and 
enlisted  men  of  the  organized  militia  (National  Guard)  of  the  various 
states  is  more  or  less  in  the  brands  of  the  officers  of  the  Regular  Army 
who  have  been  designated  by  the  War  Department  for  duty  with  these 
troops  as  inspectors-instructors,  the  responsibility  of  the  system  of 


26  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

instruction  rests  mainly  with  the  officials  of  the  respective  states  and 
does  not,  strictly  speaking,  constitute  a  part  of  the  educational  system 
of  the  Army,  proper.  The  system  is  dealt  with  in  considerable  detail 
in  a  separate  chapter. 

Some  difficulty  has  been  encountered  in  determining  the  dividing 
line  between  "military  education"  and  "military  training,"  if  any 
division  is  to  be  recognized.  The  two  are  so  closely  interwoven  that  any 
rule  of  division  applied  would  be  sure  to  meet  with  opposing  opinion. 
The  test  here  attempted  has  been  that  of  whether  the  subjects  taught 
are  a  part  of  the  curriculum  of  an  organized  school,  or  whether  pre- 
scribed in  routine  orders  as  a  military  drill,  maneuver  or  other  prac- 
tical military  exercise.  The  demarcation  is  usually  sufficiently  plain 
to  merit  general  agreement  as  to  which  class  it  belongs. 

Something  about  the  responsibility  for  both  training  and  edu- 
cation of  those  in  the  military  service  would  be  instructiw.  In 
military  organizations  commanders  of  units  are  held  responsible  by 
higher  authority  for  the  efficiency  of  the  various  elements  of  their 
respective  commands.  The  efficiency  includes  both  practical  and  theo- 
retical instruction.  The  methods  to  be  pursued  and  the  courses  of 
instruction  are  usually  prescribed  by  those  higher  up,  leaving  to  the 
immediate  commander  the  responsibility  of  carrying  out  the  details 
in  an  effective  manner. 

In  the  United  States  Army  department  commanders  are  charged 
with  a  large  measure  of  the  responsibility  for  the  training  and  educa- 
tion of  the  officers  and  men  of  their  respective  jurisdictions.  This 
applies  with  especial  emphasis  to  the  practical  instruction  or  training. 
The  Army  Regulations  names  these  responsibilities  in  the  following 
language : 

In  time  of  peace  a  department  commander  is  charged,  under  direction  of 
the  War  Department,  with  the  duty  of  preparing  for  war  all  the  troops  and 
all  the  military  resources  of  his  department,  and  with  the  administration  of 
all  the  military  affairs  of  his  department,  except  as  otherwise  prescribed  by 
Army  Regulations  or  existing  orders.  In  time  of  war  he  is  charged,  under 
direction  of  the  War  Department,  with  the  duty  of  recruiting,  organizing, 
equipping,  training,  and  forwarding  all  reservists,  militia,  and  volunteers 
called  for  within  his  department,  and  with  the  administration  of  the  affairs 
of  troops  not  forming  part  of  the  forces  in  the  field  or  excepted  from  his 
control  by  orders  or  regulations  of  the  War  Department.  He  will  administer 
his  department  so  as  to  insure  complete  continuity  of  function  in  peace  and 
war,  and  the  tactical  division  and  other  tactical  units  so  as  to  insure  their 
constant  readiness  to  take  the  field  without  material  change  of  administra- 
tive machinery. 

He  will  at  annual  concentrations  of  his  tactical  division,  or  major  por- 
tions thereof,  secure  for  himself  and  his  division  staff  as  much  practice  as 
possible  in  the  actual  handling  and  supply  of  a  division  in  the  field. 

He  will  have  charge  of  such  matters  pertaining  to  the  instruction,  camps 
of  instruction,  maneuvers,  mobilization,  and  concentration  of  the  Organized 
Militia  within  his  department  as  may  be  assigned  to  him  by  the  War  Depart- 


MILITARY  EDUCATION,  GENERALLY.  27 

ment.  From  the  date  on  which  mobilization  of  the  Organized  Militia  is 
ordered  all  officers  of  the  Regular  Army  on  militia  and  college  duty  in  a 
State,  Territory,  or  the  District  of  Columbia  affected  by  the  call  will  be  under 
the  immediate  orders  of  the  commander  of  the  department  in  which  they 
are  serving,  if  not  already  subject  to  his  authority. 


He  will  enter  into  cordial  relations  with  the  military  authorities  of  the 
States  embraced  in  his  department,  will  ascertain  as  far  as  practicable  the 
degree  of  care  exercised  by  the  State  authorities  in  storing  and  preserving 
United  States  property,  and  will  advise  them  as  to  the  proper  methods  to 
be  followed  in  regard  thereto. 

He  will  keep  himself  informed  as  to  the  efficiency  for  field  service  of  the 
State  forces,  and  in  his  annual  report  will  express  an  opinion  as  to  the  fit- 
ness for  field  service  of  the  tactical  divisions  within  his  department.  He 
will  include  in  his  annual  report  a  statement  of  the  duties  performed  in 
connection  with  the  Organized  Militia. 

With  a  view  to  determining  the  degree  of  preparedness  for  war  service 
of  regular  troops  in  his  department  and  the  capacity  of  officers  for  the  exer- 
cise of  command  appropriate  to  their  rank,  he  will,  so  far  as  practicable, 
inspect  the  regular  troops  of  his  department  once  each  year  during  the 
period  of  field  training,  and  will  make  or  require  to  be  made  such  other  in- 
spections as  he  may  deem  necessary.  Upon  conclusion  of  these  inspections 
and  at  such  other  times  as  he  may  deem  advisable,  he  will  report  to  The 
Adjutant  General  of  the  Army  the  names  of  any  and  all  officers  belonging 
to  his  command  who  are  believed  to  be  incapable,  from  any  cause,  of  per- 
forming the  duties  of  their  several  grades,  either  in  garrison  or  in  active 
service  in  the  field.  Such  reports  will  be  accompanied  by  the  evidence  cov- 
ering each  case.  He  will  also  report  any  errors,  irregularities,  or  abuses 
requiring  the  action  of  higher  authority.  He  will  exercise  general  super- 
vision over  garrison  schools  and  will  coordinate  post-graduate  work  with  a 
view  to  securing  uniformity  of  instruction  and  progressive  tactical  training 
throughout  his  command.  He  will  exercise  immediate  supervision  over  the 
training  and  instruction  of  units  of  his  command  not  attached  or  belonging 
to  brigades. 

He  will  announce  annually  the  seasons  for  garrison  and  field  training 
and  will  allot  a  portion  of  each  year  for  the  training  of  the  combined  arms. 

Upon  the  recommendation  of  brigade  and  other  subordinate  command- 
ers, he  will  designate  the  practice  season  for  small-arms  target  practice;  will 
examine  reports  of  target  and  service  practice  of  all  arms  of  the  service,  and 
will  issue  the  necessary  orders  for  holding  small-arms  target  competitions 
within  his  department. 


Among  the  duties  prescribed  for  a  brigade  commander  by  the 
Army  Regulations  is  a  full  measure  of  responsibility  for  the 
instruction  of  the  troops  comprising  its  organization,  including  the 
supervision  of  garrison  schools.  These  duties  are  set  forth  as  follows : 

A  brigade  commander  is  charged  with  the  duty  of  preparing  for  war  all 
troops  and  all  the  materiel  pertaining  to  his  brigade  and  with  the  duty  of 
assisting  the  department  commander  in  the  performance  of  his  functions  in 
connection  with  the  Organized  Militia.  He  will  command  his  brigade  and 
will  be  responsible  for  its  instruction,  tactical  efficiency,  and  preparedness 
for  war  service. 

He  will  supervise  garrison  schools,  giving  especial  attention  to  the  post- 
graduate course  of  instruction  for  officers  of  his  brigade  with  a  view  to 
insuring  uniformity  of  instruction  and  progressive  tactical  training  through- 
out his  command. 

He  will  visit  each  post  garrisoned  by  troops  of  his  brigade  at  least  once 
each  year  during  the  period  of  garrison  training,  and  during  such  visits  will 
examine  into  the  results  obtained  in  garrison  schools  and  will  personally 
supervise  the  post-graduate  course  of  instruction;  in  addition  thereto  he  will 


28  MILITARY  EDUCATION   IN  THE  UNITED  STATES. 

personally  conduct  or  supervise  such  field  exercises,  war  games,  terrain  ex- 
ercises, tactical  or  staff  walks  or  rides,  and  require  the  solution  of  such  map 
problems  or  the  performance  of  such  other  duty  as  may  be  necessary  to 
determine  the  amount  of  progress  made  and  the  fitness  of  officers  for  the 
exercise  of  command  appropriate  to  their  rank,  theoretical  instruction  being 
substituted  for  practical  training  only  when  climatic  conditions  make  out- 
door work  undesirable.  Whenever  practicable  the  brigade  will  be  concen- 
trated during  the  period  of  field  training  with  a  view  to  developing  in  suc- 
cession, under  the  personal  supervision  of  the  brigade  commander,  the  field 
efficiency  of  the  company,  battalion,  regiment,  and  brigade.  During  the 
period  of  field  training  he  will  make  the  annual  tactical  inspection  *  *  * 

Upon  the  conclusion  of  this  inspection  and  at  such  other  times  as  he 
may  deem  advisable  he  will  report  by  name  to  The  Adjutant  General  of  the 
Army  any  and  all  officers  who  are  believed  to  be  incapable,  from  any  cause, 
of  performing  the  duties  of  their  several  grades,  either  in  garrison  or  actual 
service  in  the  field.  Such  reports  will  be  accompanied  by  the  evidence  cov- 
ering each  case.  From  time  to  time  he  will  report  any  errors,  irregularities, 
abuses,  or  offenses  requiring  the  action  of  higher  authority,  and  will  at  all 
times  take  the  necessary  corrective  action  when  efficiency  is  found  below 
a  proper  standard. 

During  his  visits  to  posts  herein  prescribed  the  brigade  commander  will 
be  accompanied  by  one  staff  officer;  in  the  field  he  will  be  accompanied  by 
his  entire  staff. 

He  will  exercise  general  supervision  over  the  target  practice  of  the  troops 
of  his  brigade  and  will  witness  combat  firing,  field  firing,  and  proficiency 
tests  whenever  practicable. 

He  will  be  regarded  as  an  intermediate  commander  *  *  *  in  all  mat- 
ters pertaining  to  target  practice,  the  appointment,  promotion,  assignment, 
transfer,  detail,  leave  of  absence,  resignation,  dismissal,  retirement,  efficiency 
and  discipline  of  officers,  the  instruction  and  tactical  efficiency  of  his  brigade 
and  in  such  other  matters  as  are  necessary  for  his  information  or  require 
his  action  or  control,  but  his  headquarters  will  not  be  made  an  office  of  rec- 
ord, and  administrative  work  will  not  be  permitted  to  interfere  with  his 
duties  as  a  tactical  commander. 

He  will  perform  such  other  duties  as  may  be  assigned  him  by  superior 
authority. 

A  district  commander  in  the  Philippines  or  a  commander  of  a 
Coast  Artillery  District  in  the  United  States  is  enjoined  by  the  same 
authority  as  follows : 

The  commander  of  a  district  in  the  Philippine  Islands  and  the  com- 
mander of  a  Coast  Artillery  district  in  the  United  States  stand  in  the  same 
general  relation  toward  their  command  and  toward  higher  authority  as  does 
a  brigade  commander,  and  have  the  functions  and  duties  herein  prescribed 
for  brigade  commanders  with  such  obvious  modifications  as  the  special  na- 
ture of  their  respective  commands  makes  necessary. 

It  must  not  be  considered  that  it  has  been  possible  to  cover  in 
this  volume  the  full  field  of  instruction  of  the  organized  military 
forces  of  the  United  States.  As  elsewhere  stated,  the  text  is  confined 
almost  exclusively  to  "schools"  and  does  not  attempt  to  enter  (except 
in  cases  where  some  difficulty  has  been  encountered  in  establishing  a 
clear  dividing  line)  the  domain  of  the  practical  training  of  the  troops, 
which  after  all,  occupies  by  far  the  greater  part  of  their  time.  A 
goodly  volume  might  be  written  on  the  subject  of  rifle  practice  alone, 
saying  nothing  about  covering  the  ground  of  the  other  practical  work 
of  the  various  arms  of  the  service,  such  as  field  maneuvers,  practice 
marches,  guard  duty,  ordinary  drills,  athletic  exercises,  etc.,  etc. 


MILITARY  EDUCATION,  GENERALLY.  29 

The  management  and  operation  of  West  Point,  and  the  Service 
Schools  of  the  United  States  Army  and  instruction  to  officers  on  duty 
with  civil  institutions  of  learning,  are  prescribed  in  great  detail  in 
orders  emanating  from  the  War  Department  at  Washington.  In 
treating  each  of  the  various  schools  in  its  turn  many  of  these  orders 
are  given  in  their  entirety,  with  only  such  comments  and  additions 
as  seem  necessary. 

MILITARY  VALUE  OF  MILITARY  EDUCATION. 

Any  study  or  practice  of  military  art  or  science  is,  however,  some 
measure  of  preparation  for  war,  the  last  resort  for  the  settlement  of 
disputes  between  nations  or  factions  of  the  same  nation,  by  which 
means  the  weaker  is  either  compelled  to  yield  to  the  stronger,  or  is  put 
to  flight  or  slain.  The  stronger  is  not  always  the  side  possessing  the 
greater  number  of  men  or  the  larger  stores  of  war  material.  These 
advantages  are  frequently  overcome  by  superior  leadership,  superior 
instruction  of  the  combatant  forces,  and  superior  morale.  The  latter 
is  frequently  if  not  always  a  direct  result  of  the  former  two.  Soldiers 
who  have  untrained  officers,  and  who  are  themselves  untrained,  cannot 
be  expected  to  face  trained  troops  under  trained  leaders  with  any 
great  hopes  of  victory. 

It  is  wrong  both  from  the  standpoint  of  truth  and  that  of  national 
preparedness  to  advocate  a  doctrine  that  all  that  is  necessary  to  make 
an  effective  fighting  man  is  to  don  a  uniform  and  buckle  on  a  sword. 
It  is  an  unfortunate  condition  of  public  sentiment  in  the  United  States 
today  which  boasts  and  believes  in  the  superiority  of  untrained  Ameri- 
can arms  over  the  best  trained  troops  of  the  world.  While  there  is 
absolutely  no  doubt  as  to  the  quality  and  the  quantity  of  material 
available  from  which  to  make  excellent  soldiers,  any  doctrine  that 
teaches  that  an  untrained  American  led  on  the  field  of  battle  by  an 
untrained  officer  is  a  superior  man  to  the  trained  officer  and  trooper 
of  any  other  civilized  nation,  has  nothing  but  mere  sentiment  to  back 
it  up. 

MILITARY  EDUCATION  IN  OTHER  COUNTRIES. 

It  would  require  numerous  volumes  to  describe  in  any  detail  the 
complete  military  educational  system  of  the  principal  nations  of  the 
world.  The  necessity  for  such  education  is  possibly  less  appreciated 
in  the  United  States  than  in  any  other  recognized  power.  This  state- 
ment refers,  of  course,  to  the  masses.  Our  Army  is  fully  alive  to  the 


30  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

value  of  a  thorough  military  education  and  an  efficient  system  whereby 
it  may  be  obtained.  Many  foreign  countries,  of  recognized  military 
standing,  have  carried  the  system  of  military  instruction  and  training 
to  a  point  where  little  could  be  suggested  in  the  way  of  improvement. 
Military  academies  and  instruction  schools  for  officers,  actual  and 
prospective,  are  now  an  indispensable  part  of  the  military  systems  of 
the  great  nations  of  the  world.  Japan  and  China  are  active  in  their 
creation  of  new  channels  for  the  acquirement  of  military  knowledge, 
and  have  established  schools  with  courses  of  instruction  and  physical 
training  embodying  the  best  features  of  the  United  States  Military 
Academy  and  the  principal  institutions  of  Europe. 

THE  MILITARY  SCHOOLS  OF  ENGLAND. 

The  schools  of  England  that  correspond  to  the  United  States 
Military  Academy  are  the  Royal  Military  Academy,  at  Woolwich,  and 
the  Royal  Military  College,  at  Sandhurst. 

The  Royal  Military  Academy  is  maintained  for  the  purpose  of 
affording  a  special  military  education  for  candidates  for  commissions 
in  the  Royal  Artillery  and  Royal  Engineers.  Candidates  must,  in  the 
opinion  of  the  Commander-in-Chief,  be  in  all  respects  suitable  to  hold 
commissions  in  the  army.  The  Commander-in-Chief  is  the  president 
of  the  Royal  Military  Academy. 

An  independent  inspection  is  made  annually  by  a  board  of  visitors, 
appointed  by  the  Secretary  of  State  for  War,  and  reporting  to  him. 
Such  visitors  are  not  a  permanent  body,  but  are  not  all  changed  at  the 
same  time.  The  report  of  this  board  is  presented  to  Parliament. 

The  academy  is  under  the  control  of  a  military  officer,  styled 
Governor  and  Commandant,  appointed  by  and  responsible  to  the  Secre- 
tary of  State  for  War,  through  the  Commander-in-Chief.  The  gov- 
ernor is  assisted  by  a  staff  officer  styled  the  Assistant  Commandant 
and  Secretary,  who  is  responsible  in  his  temporary  absence  for  the 
charge  of  the  establishment.  This  officer  commands  the  cadet  com- 
pany, and  has  the  custody  of  the  records  and  correspondence  of  the 
academy,  and  gives  the  governor  such  assistance  as  he  may  require. 

The  Royal  Military  College  is  maintained  for  the  purpose  of 
affording  a  special  military  education  to  candidates  for  commissions 
in  the  infantry  and  cavalry.  Candidates  must,  in  the  opinion  of  the 
Commander-in-Chief,  be  in  all  respects  suitable  to  hold  commissions 
in  the  army.  The  Commander-in-Chief  is  the  president  of  the  Royal 
Military  College. 


MILITARY  EDUCATION,  GENERALLY.  31 

THE  MILITARY  SCHOOLS  OF  GERMANY. 

Germany  is  generally  recognized  as  the  leading  military  nation 
of  the  world.  The  German  system  of  military  training  has  served  as 
a  model  for  many  other  nations.  While  all  of  her  military  methods 
can  not  be  endorsed,  taken  as  a  whole  the  German  system  of  military 
schools  and  military  training  in  general  is  well  nigh  perfect  and  every- 
thing that  is  desired  to  meet  the  purposes  of  national  defense,  to  say 
nothing  about  the  economic  efficiency  this  training  has  produced  in  the 
German  people. 

SCHOOLS  IN  PRUSSIA. 

The  most  important  military  school  in  Germany  is  the  "Haupt- 
Kadetten-Anstalt,"  or  Upper  Cadet  School,  at  Gross-Lichterfelde. 
This  school  is  supplied  by  the  "Kadetten-hausen,"  or  preparatory  cadet 
schools  of  Goslin,  Potsdam,  Wahlstadt,  Bensberg,  Plon,  Cranienstein, 
Karlsruhe,  and  Naumburg.  Beginning  with  the  lowest  class  of  the 
preparatory  schools,  the  classes  are  designated  as  Sexta  or  VI ;  Quinta, 
or  V;  Quarta,  or  IV;  Unter-tertia,  or  U.III ;  Ober-tertia,  or  O.III ; 
Unter-secunda,  or  U.II ;  Ober-secunda,  or  O.II ;  Unter-prima,  or  U.I ; 
Ober-prima,  or  O.L  In  addition  there  is  an  extra  class  called  "Selecta." 

The  course  of  each  of  these  classes  lasts  one  year.  The  lower  or 
preparatory  schools  contain  the  classes  from  VI  up  to  and  including 
upper-tertia ;  the  other  classes  belong  to  the  upper  cadet  school.  Occa- 
sionally, also,  depending  upon  the  space  available  and  the  necessities  of 
the  case,  some  of  the  upper-tertia  class  are  admitted  to  the  upper  cadet 
school.  In  the  upper  cadet  school  begins  the  immediate  preparation 
for  service.  The  classes  from  sexta  up  to  and  including  upper-prima 
are  assimilated  in  the  matter  of  instruction  to  the  corresponding  classes 
of  the  "Realschulen"  of  the  first  degree. 

SCHOOLS  OF  SAXONY  AND  BAVARIA. 

Saxony  and  Bavaria  have  their  own  cadet  corps  corresponding  to 
the  preparatory  and  upper  cadet  schools  of  Prussia,  from  which 
appointments  are  made  to  the  Saxon,  or  Twelfth  army  corps  and  to 
the  corps  of  the  Bavarian  army.  Saxony,  however,  has  no  artillery 
and  engineer  school,  and  officers  of  those  arms  have  to  pass  through  the 
Prussian  School  at  Berlin.  Bavaria  has  its  own  artillery  and  engineer 
school  at  Munich. 


32  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

MILITARY  SCHOOLS  OF  FRANCE. 

To  France  and  to  French  soldiers  the  world  owes  it  greatest  debt 
for  the  development  of  the  military  art.  Napoleon  alone  contributed 
more  toward  its  advancement  than  all  the  commanders  combined  who 
opposed  him  on  the  field  of  battle. 

The  military  schools  of  France  have  done  much  to  add  to  her 
military  lustre.  Among  the  most  important  schools  are  the  Ecole  Poly- 
technique,  at  Paris,  and  the  Ecole  Speciale  Militaire,  at  Saint  Cyr,  or 
"Saint  Cyr,"  as  it  is  popularly  designated,  just  as  we  call  the  United 
States  Military  Academy  "West  Point." 

The  Poly  technique  School  was  founded  in  1794,  and  has  been  re- 
organized by  various  decrees.  The  object  of  the  school  is  to  train 
students  for  the  following  branches  of  the  public  service,  viz. :  The 
artillery  of  the  army  and  the  marine  artillery;  the  engineer  corps  of 
the  army  (genie  militaire)  ;  the  engineer  corps  of  the  navy  or  naval 
constructors  (genie  maritime)  ;  the  corps  of  naval  officers ;  the  hydro- 
graphic  corps;  the  marine  commissariat  corps;  the  corps  of  highways 
and  bridges  (points  et  chaussees)  ;  the  manufactories  of  the  state ;  the 
engineers  of  the  powder  and  salt-peter  service;  the  mining  engineers 
and  the  telegraphic  lines ;  also  for  such  other  public  services  as  require 
a  profound  knowledge  of  the  mathematical,  physical,  and  chemical 
sciences. 

Admittance  to  the  school  is  exclusively  by  competitive  examina- 
tion. After  a  two  years'  course  the  student  may  go  to  one  of  the 
special  schools  of  application  to  any  of  the  above  mentioned  services, 
provided  he  can  pass  successfully  the  final  examinations  and  be  de- 
clared acceptable  for  this  service  by  the  decision  of  a  committee  which 
draws  up  the  classification  list  for  the  public  services.  Fulfillment 
of  these  conditions  does  not  give  an  absolute  right  to  enter  any  of  the 
public  services ;  admission  to  any  service  depends  upon  the  number  of 
vacancies  existing  at  the  time  of  leaving  the  school,  upon  the  physical 
aptitude  of  the  student,  and  his  place  on  the  order  of  merit. 

The  special  military  school  of  Saint  Cyr  dates  from  the  time  of 
Louis  XIV.  It  is  intended  to  supply  officers  for  the  infantry,  the 
cavalry,  and  the  marine  infantry.  The  course  of  instruction  lasts  two 
years,  and  no  scholar  is  allowed  to  remain  more  than  three  years  at 
the  school.  The  privilege  of  taking  a  third  year  to  complete  the 
course  is  only  allowed  where  circumstances  of  exceptional  gravity 
have  compelled  a  student  to  suspend  work  at  the  school. 


MILITARY  EDUCATION,  GENERALLY.  33 

MILITARY  SCHOOLS  OF  AUSTRIA. 

The  principal  military  schools  in  Austria  are  the  Theresa  Military 
Academy  of  Wiener-Neustadt,  and  the  Technical  Military  Academy  of 
Vienna.  There  are  several  schools  which  prepare  for  these  academies, 
called  military  "Realschulen,"  or  technical  schools.  Though  these 
schools  are  especially  intended  to  prepare  for  the  military  academies, 
there  is  nothing  to  prevent  boys  from  getting  their  preparation  in  other 
"Realschulen"  or  in  private  educational  establishments.  The  "Real- 
schulen" generally  in  Austria  and  Germany  are  intended  to  lay  the 
basis  for  a  scientific  education,  or  what  in  France  is  called  "1'enseigne- 
ment  moderne."  The  classical  schools  are  called  "Gymnasia." 

The  course  at  the  military  real  schools  is  seven  years,  of  which  four 
are  passed  in  the  "Unter-Realschule,"  and  three  years  in  the  "Ober- 
Realschule."  There  are  four  of  these  under  technical  schools,  situated, 
respectively,  at  Saint  Polten,  Guns,  Eisenstadt,  and  Kaschau.  They 
have  in  all  a  capacity  of  about  860  scholars.  The  superior  technical 
school  is  at  Weisskirchen.  It  has  a  capacity  of  450  scholars. 

The  military  technical  schools  also  prepare  for  what  is  called 
"Cadetten-schulen,"  (Cadet  schools).  The  graduates  of  the  cadet 
schools  do  not  enter  the  army  as  officers,  but  are  assigned  to  corps  and 
regiments,  as  cadets,  with  the  actual  or  honorary  position  of  non-com- 
missioned officers.  As  vacancies  occur  they  are  appointed  "Cadet-Of- 
ficiers-Stellvertreter"  (cadet  officers'  substitutes),  in  which  position  they 
exercise  the  functions  of  officers  and  associate  with  them  without  actu- 
ally having  officers'  rank.  After  a  probationary  period  in  this  position 
they  may  be  nominated  by  the  Emperor  to  be  lieutenants  of  the  lowest 
grades  in  their  respective  corps,  but  they  must  be  acceptable  to  the 
officers  of  the  unit  where  they  have  been  on  probation. 

Armed  with  what  is  called  the  matura  certificate,  the  graduate  of 
the  "Ober-Realschule"  is  entitled  to  apply  for  appointment  to  one  of 
the  military  academies.  In  the  appointments  preference  is  given  to 
Army  officers'  sons  first,  and  then  to  the  sons  of  other  government 
officials.  The  standing  of  at  least  "good"  is  required  for  admission  to 
the  academies.  Of  the  graduates  with  this  standing  about  60  per  cent 
are  promoted  to  the  Theresa  Military  Academy  and  about  40  per  cent 
to  the  Technical  Military  Academy. 

MILITARY  SCHOOLS  OF  ITALY. 

The  military  schools  of  Italy  are  divided  into  three  classes,  viz.: 
(1)  The  College  Militari  established  in  Rome  and  Naples;  (2)  The 
3 


34  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

military  schools  for  the  training  of  officers  and  non-commissioned 
officers,  of  which  there  are  three,  viz. :  (a)  The  military  school  of 
Modena,  (b)  The  military  academy  of  Turin,  and  (c)  The  military 
sanitary  school  of  application  in  Florence;  (3)  The  "scuole  militari 
complementari"  or  the  military  schools  of  application  proper,  for 
officers,  of  which  there  are  three,  viz.:  The  war  school  (Scuola  di 
Guerra)  in  Turin;  (b)  the  school  of  application  of  artillery  and  en- 
gineers, in  Turin;  and  (c)  the  school  of  cavalry,  in  Pinerola.  There 
are  in  addition  to  the  schools  mentioned  above,  schools  for  artillery 
and  musketry  practice,  a  school  of  fencing,  and  batteries  and  platoons 
of  instruction  for  training  non-commissioned  officers  in  their  duties. 

MILITARY  SCHOOLS  OF  BELGIUM. 

The  school  in  Belgium  which  corresponds  most  nearly  to  the 
United  States  Military  Academy  is  the  Ecole  Militaire,  or  Military 
Academy,  at  Ixelles.  The  object  of  this  school  is  to  supply  officers 
to  the  following  arms:  (1)  the  infantry,  (2)  the  cavalry,  (3)  the 
artillery,  (4)  the  engineers.  The  length  of  the  course  of  instruction 
is  two  years  for  the  infantry  and  cavalry  section,  and  four  years  for 
the  artillery  and  engineer  section.  All  students  on  commencing  the 
second  year's  course,  must  contract  to  serve  for  eight  years.  There 
are  no  admissions  to  the  school  except  by  competition. 


No  attempt  has  been  made  to  develop  anything  like  a  complete 
history  of  military  educational  progress.  It  has  been  in  mind  to  cover 
with  a  fair  degree  of  completeness  the  present  situation  of  the  subject 
in  the  United  States  as  nearly  as  may  be  within  the  space  of  one 
volume.  It  is  thought  that  to  do  this  the  organization  of  the  various 
schools,  the  methods  of  administration,  the  supervising  authority  and 
the  courses  of  study  must  be  treated  with  liberal  space.  In  the  interest 
of  comprehensiveness  none  of  the  entire  system  has  been  wholly 
ignored.  It  does  not  follow  that  the  importance  of  any  school  should 
be  judged  by  the  number  of  pages  in  the  chapter  devoted  to  it.  In 
several  instances  the  most  highly  organized  occupy  but  a  few  pages. 

The  absence  in  this  volume  of  any  discussion  or  description  of 
education  pertaining  to  the  Naval  establishment  will  no  doubt  be  noted. 
It  is  sufficient  to  say  that  naval  education  is  as  comprehensive  as  that 
of  the  land  forces,  and  space  forbids  doing  justice  to  it.  Not  only 
this  but  it  embraces  a  course  of  study  as  different  from  the  ordinary 
military  work  as  the  military  differs  from  that  of  many  civil  pro- 
fessions. The  fact  that  it  has  not  been  possible  to  include  this  subject 


MILITARY  EDUCATION,  GENERALLY.  35 

in  this  treatise  adds  to  rather  than  detracts  from  its  importance,  for 
to  do  justice  to  both  subjects  each  must  have  a  separate  volume. 

In  perusing  the  succeeding  chapters  it  is  hoped  the  reader  will  be 
generous  and  not  insist  on  a  definition  of  education  which  bars  every- 
thing excepting  dead  languages  and  the  classics.  Let  the  words  of 
John  Henry,  Cardinal  Newman,  remain  with  us  during  the  passage 
over  this  sinuous  route: 

"Education  is  a  high  word;  it  is  preparation  for  knowledge,  and  it  is 
the  imparting  of  knowledge  in  proportion  to  that  preparation.  We  require 
intellectual  eyes  to  know  withal,  as  bodily  eyes  for  sight.  We  need  both 
objects  and  organs  intellectual;  we  can  not  gain  them  without  setting  about 
it;  we  can  not  gain  them  in  our  sleep,  or  by  haphazard.  The  best  telescope 
does  not  dispense  with  eyes;  the  printing-press  or  the  lecture-room  will  assist 
us  greatly,  but  we  must  be  true  to  ourselves,  we  must  be  parties  in  the 
work." 


CHAPTER  II. 

THE  UNITED  STATES  MILITARY  ACADEMY. 

(WEST  POINT,  N.  Y.) 

"He  stands  erect;  his  slouch  becomes  a  walk; 
He  steps  right  onward,  martial  in  his  air, 
His  form  and  movement." — Cowper — The  Task. 

Any  system  of  education,  to  merit  approval  must  promote  physi- 
cal development,  patriotism,  good  morals,  and  love  of  law  and  order. 
The  system  best  calculated  to  contribute  to  good  citizenship  is  that 
which  produces  harmoniously  and  simultaneously  healthy  mental,  physi- 
cal and  moral  development.  The  influence  of  a  military  education  in 
the  direction  of  this  end  is  readily  apparent.  The  value  of  it  does  not 
depend  so  much  on  the  curriculum  as  on  the  methods  pursued. 

A  review  of  the  successful  men  of  all  countries  will  reveal  the 
abnormal  proportion  who  have  enjoyed  military  education,  training 
and  experience.  In  the  United  States  it  is  impossible  to  mention  any 
important  field  of  activity  into  which  West  Point  graduates  have  not 
entered  and  achieved  success  and  greatness,  saying  nothing  of  hundreds 
of  other  conspicuous  for  their  accomplishments  who  received  their 
military  education  and  training  through  other  sources. 

The  characteristics  of  self-reliance  and  self-restraint,  derived  from 
military  education  and  training,  are  the  potent  attributes  of  good  citizen- 
ship and  the  basic  principles  of  success,  combining  with  mental  de- 
velopment the  military  methods  of  physical  and  moral  improvement. 

No  more  fallacious  doctrine  was  ever  preached  than  that  recently 
advanced  by  an  illy  advised  but  possibly  earnest  propaganda  in  which 
military  education  and  training  are  represented  as  destroying  individu- 
ality, independence  and  self-reliance.  No  better  argument  is  neces- 
sary to  overcome  any  such  erroneous  teaching  than  simply  to  point  to 
a  large  number  of  the  world's  most  noteworthy  accomplishments,  which 
have  been  the  labor  of  men  who  have  received  their  training  in  military 
schools,  or  the  more  severe  school  of  the  Army.  The  most  recent  of 
these  great  works,  the  greatest  engineering  feat  of  all  ages,  is  the  Pana- 
ma Canal.  The  directing  force  behind  this  unprecedented  undertaking 
was  trained  in  the  strictest  school  of  them  all — West  Point — as  were 
also  many  of  the  men,  who,  though  under  the  directing  head,  have 
themselves  performed  works,  which,  if  classed  as  a  separate  enterprise 
would  stand  out  as  masterpieces  of  the  engineer's  science. 


UNITED  STATES  MILITARY  ACADEMY.  37 

Military  men  have  not  confined  their  efforts  to  material  accom- 
plishments alone;  their  work  may  be  found  in  all  lines  of  human 
activity  and  is  of  a  quality  comparing  favorably  with  the  efforts  of  those 
whose  sole  occupation  has  been  that  of  peace  and  its  fields  of  labor. 

The  military  system  of  education,  whether  applied  to  our  civil 
institutions  of  learning,  or  to  West  Point,  is  calculated  to  develop 
self-reliance,  a  manly  and  independent  nature,  personal  neatness,  eti- 
quette, polished  and  refined  manners,  a  wholesome  respect  for  law  and 
order,  and  the  highest  type  of  the  American  citizen — the  soldier- 
citizen,  never  encouraging  war  but  ever  ready  if  need  be  to  defend 
home  and  country. 

The  United  States  Military  Academy  at  West  Point,  New  York, 
is  the  real  basis  of  our  military  educational  system.  Not  only  do  its 
graduates  comprise  a  large  part  of  the  officers  of  our  standing  Army, 
but  the  school  itself  serves  as  a  model  for  all  other  schools  maintain- 
ing a  course  in  military  instruction.  West  Point  has  furnished  officers 
in  every  war  in  which  we  have  engaged,  with  the  exception  of  the  War 
for  Independence.  The  Academy  owes  its  birth  to  the  great  need  for 
trained  officers  so  plainly  shown  during  the  trying  days  of  this 
war.  General  George  Washington,  upon  whom  we  have  so  affection- 
ately bestowed  the  title  of  "The  Father  of  His  Country,"  the  strong 
guiding  spirit  of  the  struggle  for  independence,  was  thoroughly  in 
sympathy  with  the  plan  for  establishing  this  training  school  for  officers. 
In  a  letter  to  Alexander  Hamilton,  dated  at  his  home  at  Mount  Vernon, 
December  12,  1799,  two  days  before  his  death,  he  gives  his  unquali- 
fied encouragement  to  the  project.  General  Washington  said: 

"I  have  duly  received  your  letter  of  the  28th  ultimo,  enclosing  a  copy 
of  what  you  had  written  to  the  Secretary  of  War,  on  the  subject  of  a  Mili- 
tary Academy. 

"The  establishment  of  an  Institution  of  this  kind,  upon  a  respectable  and 
extensive  basis,  has  ever  been  considered  by  me  as  an  object  of  primary  im- 
portance to  this  country;  and  while  I  was  in  the  Chair  of  Government,  I 
omitted  no  proper  opportunity  of  recommending  it,  in  my  public  speeches 
and  otherways,  to  the  attention  of  the  Legislature.  But  I  never  undertook 
to  go  into  a  detail  of  the  organization  of  such  an  academy;  leaving  this  task 
to  others  whose  pursuits  in  the  paths  of  science,  and  attention  to  the  arrange- 
ments of  such  institutions,  had  better  qualified  them  for  the  execution  of  it. 
For  the  same  reason  I  must  now  decline  making  any  observations  on  the 
details  of  your  plan;  and  as  it  has  already  been  submitted  to  the  Secretary 
of  War,  through  whom  it  would  naturally  be  laid  before  Congress,  it  might 
be  too  late  for  alterations  if  any  should  be  suggested. 

"I  sincerely  hope  that  the  subject  will  meet  with  due  attention,  and  that 
the  reasons  for  its  establishment  which  you  have  so  clearly  pointed  out  in 
your  letter  to  the  Secretary,  will  prevail  upon  the  Legislature  to  place  it 
upon  a  permanent  and  respectable  footing." 

It  seems  unnecessary  to  give  any  extensive  endorsement  of  the 
work  of  our  National  Academy,  but  a  few  instances  of  commendatory 


38  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

character  could  scarcely  be  called  out  of  place  in  the  introductory  part 
of  a  chapter  on  an  institution  which  has  played  so  prominent  a  part 
in  the  history  of  our  country,  particularly  when  the  commendations  are 
from  those  who  have  been  witnesses  of  the  character  of  work  per- 
formed by  men  trained  in  this  school. 

President  Andrew  Jackson,  the  hero  of  New  Orleans,  our  most 
decisive  victory  in  our  second  war  with  England,  in  his  first  message 
to  Congress  in  December,  1829,  gives  his  most  unqualified  approval 
of  West  Point  as  is  evidenced  in  the  following  extract  from  his  mes- 
sage: 

"I  recommend  to  your  fostering  care,  as  one  of  our  safest  means  of  na- 
tional defense,  the  Military  Academy.  This  institution  has  already  exer- 
cised the  happiest  influence  upon  the  moral  and  intellectual  character  of  our 
Army;  and  such  of  the  graduates  as  from  various  causes  may  not  pursue  the 
profession  of  arms  will  be  scarcely  less  useful  as  citizens.  Their  knowledge 
of  the  military  art  will  be  advantageously  employed  in  the  militia  service, 
and  in  a  measure  secure  to  that  class  of  troops  the  advantages  which  in  this 
respect  belong  to  standing  armies." 

Our  most  flawless  war  from  a  tactical  and  strategical  point 
of  view  was  our  war  with  Mexico.  It  gave  the  first  real  test  of  the 
efficiency  and  efficacy  of  our  National  Military  Academy.  General 
Scott,  one  of  the  great  leaders  of  this  conflict,  has  given  expression 
of  his  appreciation  of  the  education  at  West  Point  in  the  following 
language : 

"I  give  it  as  my  fixed  opinion,  that  but  for  our  graduated  cadets,  the 
war  between  the  United  States  and  Mexico  might,  and  probably  would,  have 
lasted  some  four  or  five  years,  with,  in  its  first  half,  more  defeats  than  vic- 
tories falling  to  our  share;  whereas,  in  less  than  two  campaigns,  we  con- 
quered a  great  country  and  a  peace,  without  the  loss  of  a  single  battle  or 
skirmish." 

The  part  played  in  our  war  between  the  States — the  Civil  War — 
by  the  officers  trained  at  West  Point  is  well  known  to  every  school 
boy.  General  W.  T.  Sherman,  one  of  the  great  actors  in  this  national 
tragedy,  himself  a  graduate,  brings  out  the  democratic  feature  of 
West  Point,  a  phase  of  the  Academy  that  has  been  largely  overlooked 
by  many  of  our  citizens  not  excepting  some  instances  among  the  very 
class  who  are  responsible  for  the  appointments — members  of  Congress. 

"The  education  and  manly  training  imparted  to  young  men  at  West  Point 
has  repaid  the  United  States  a  thousand  times  its  cost,  and  more  than  veri- 
fied the  predictions  of  General  Washington.  Every  cadet  at  West  Point  is 
an  appointee  of  a  member  of  Congress,  every  member  having  a  cadet  of  his 
own  nomination  there  *  *  *  The  corps  of  cadets  is  therefore  a  youthful 
counterpart  of  our  National  House  of  Representatives.  The  same  laws,  the 
same  regulations,  the  same  instruction  books,  clothing  and  food  are  common 
to  all,  and  a  more  democratic  body  never  existed  on  earth  than  is  the  corps 
of  cadets." 


UNITED  STATES  MILITARY  ACADEMY.  39 

From  ex-President  Roosevelt  conies  the  following  tribute : 

"This  institution  has  completed  its  first  hundred  years  of-  life.  During 
that  century  no  other  educational  institution  in  the  land  has  contributed  as 
many  names  as  West  Point  has  contributed  to  the  honor-roll  of  the  nation's 
greatest  citizens." 

Elihu  Root,  when  Secretary  of  War,  shortly  after  the  close  of  the 
war  with  Spain,  in  his  annual  report,  dated  June  30,  1899,  gave  ex- 
pression to  a  highly  complimentary  appreciation  of  the  graduates  of 
the  Academy  who  took  part  in  that  war,  in  the  following  language : 

"The  foregoing  considerations  naturally  bring  to  mind  the  Military 
Academy  at  West  Point.  I  believe  that  the  great  service  which  it  has  ren- 
dered the  country  was  never  more  conspicuous  than  it  has  been  during  the 
past  two  years.  The  faithful  and  efficient  services  of  its  graduates  since  the 
declaration  of  war  with  Spain  have  more  than  repaid  the  cost  of  the  institu- 
tion since  its  foundation.  They  have  been  too  few  in  number  and  most  heav- 
ily burdened." 

There  is  scarcely  a  limit  to  the  testimonials  that  one  might  quote 
appreciative  of  the  value  not  only  of  West  Point  but  of  military 
education  and  training  in  general.  It  is  believed  the  above  is  sufficient 
for  the  purposes  herein  contemplated. 

A  brief  history  of  the  National  Academy  is  both  interesting  and 
instructive,  particularly  so  when  viewed  from  the  standpoint  of  the 
causes  which  lead  to  its  establishment.  The  credit  for  the  following 
historical  sketch  must  be  given  to  the  compilers  of  the  annual  register 
of  the  Academy. 


HISTORICAL  SKETCH. 

The  United  States  Military  Academy  is  a  school  for  the  practical  and 
theoretical  training  of  cadets  for  the  military  service.  Upon  completing  its 
course  satisfactorily,  cadets  are  eligible  for  promotion  and  commission  as 
second  lieutenants  in  any  arm  or  corps  of  the  Army  the  duties  of  which 
they  have  been  judged  competent  to  perform. 

The  supervision  and  charge  of  the  Academy  are  in  the  War  Department 
under  such  officer  or  officers  as  the  Secretary  of  War  may  assign  to  that 
duty  (section  1331,  Revised  Statutes).  In  conformity  with  the  provisions  of 
this  section,  the  Chief  of  Staff  has  been,  by  direction  of  the  Secretary, 
charged  with  the  supervision  of  matters  in  the  War  Department  pertaining 
to  the  Academy. 

The  occupation  of  West  Point  as  a  military  post  took  place  on  January 
20,  1778,  and  has  been  continuous  since  that  date.  The  earliest  proposal  for 
a  military  school  for  the  United  States  was  that  of  Brigadier  General  Henry 
Knox,  Chief  of  Artillery  (May,  1776).  His  plans  were  seconded  by  Colonel 
Alexander  Hamilton  and  approved  by  General  Washington,  though  they 
were  not  adopted  in  the  form  suggested  before  1802,  other  counsels  having 
temporarily  prevailed. 

On  October  1,  1776,  Congress  passed  a  resolution  appointing  a  committee 
to  prepare  a  plan  for  "A  Military  Academy  at  the  Army."  The  result  was 
the  resolution  of  June  20,  1777,  providing  for  a  Corps  of  Invalids  "to  serve 
as  a  military  school  for  young  gentlemen  previous  to  their  being  appointed 
to  marching  regiments."  The  Invalid  Corps  was  organized  in  July,  1777, 
and  in  1781,  at  the  request  of  Washington,  was  marched  from  Philadelphia 
to  form  part  of  the  garrison  at  West  Point,  where  an  engineer  school,  a 


40  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

laboratory,  and  a  library  had  already  been  established  in  three  separate 
buildings. 

On  March  30,  1779,  the  Board  of  War  adopted  regulations  for  the  Corps 
of  Engineers  and  for  the  Sappers  and  Miners.  These  were  promulgated  in 
orders,  July  30,  1779,  by  General  Washington  and  provided  for  a  plan  of 
instruction  to  be  carried  into  effect  after  approval  by  the  Board  and  by  the 
General-in-Chief.  The  plan  contemplated  lectures,  by  engineer  officers,  on 
fortification,  mining,  reconnaissance,  encampments  and  the  like.  Practical 
experiments  in  gunnery  were  conducted  at  West  Point  as  early  as  February, 
1780.  In  1783,  after  the  cessation  of  hostilities,  Washington,  having  been 
called  upon  for  his  views  as  to  the  peace  establishment,  laid  the  matter  of  a 
Military  Academy  before  his  officers  at  Newburg.  He  referred  to  it  again  in 
his  message  on  December  3,  1793.  The  law  of  May  9,  1794,  authorized  the 
organization  of  a  Corps  of  Artillerists  and  Engineers  with  two  cadets  to  a 
company,  thus  creating  the  new  grade  of  "cadet"  in  the  American  Army. 
A  school  for  the  Artillerists  and  Engineers,  and  for  the  cadets  attached  to 
the  Corps,  was  established,  on  the  recommendation  of  Washington,  by  order, 
at  West  Point  in  1794.  The  destruction  of  its  buildings  by  fire,  in  1796, 
caused  its  suspension.  In  July,  1801,  the  Secretary  of  War  directed  that 
all  the  cadets  of  the  Corps  of  Artillerists  should  report  at  West  Point  for 
instruction,  and  in  September  a  school  was  opened  with  four  Army  officers 
and  a  civilian  as  administrators  and  instructors. 

An  Act  of  Congress  approved  March  16,  1802,  authorized  the  President 
to  organize  and  establish  a  Corps  of  Engineers  to  consist  of  five  officers  and 
ten  cadets,  and  provided  that  it  should  be  stationed  at  West  Point,  in  the 
State  of  New  York,  and  should  constitute  a  Military  Academy.  The  Acad- 
emy with  ten  cadets  present,  was  formally  opened  July  4,  the  year  of  the  Act. 

Acts  of  Congress,  in  1802  and  1808,  authorized  40  cadets  from  the 
Artillery,  100  from  the  Infantry,  16  from  the  Dragoons,  and  20  from  the 
Riflemen;  few  of  these  were  appointed,  and  no  provision  was  made  for 
them  at  the  Academy.  In  1810,  the  Academy  was  deprived  of  nearly  all 
means  of  instruction,  and  officers  and  cadets  had  difficulty  in  obtaining  their 
pay.  During  most  of  the  year  1811,  and  a  part  of  1812,  although  war  was 
imminent,  academic  instruction  was  practically  abandoned.  In  March,  1812, 
the  Academy  was  without  a  single  instructor.  Up  to  and  including  this 
time,  88  cadets  had  been  graduated;  they  had  entered  without  mental  or 
physical  examination,  at  all  ages  from  12  to  34,  and  at  various  times  during 
the  year. 

By  Act  of  Congress  of  April  29,  1812,  the  Academy  was  reorganized. 
The  provisions  of  this  Act  have  furnished  the  general  principles  upon  which 
the  Military  Academy  has  since  been  conducted  and  controlled;  a  more  ade- 
quate corps  of  professors  was  authorized;  a  maximum  of  250  cadets  was 
fixed;  and  the  age  and  the  mental  requisites  for  admission  were  prescribed. 

In  1817,  under  the  provisions  of  the  Act  of  1812,  and  the  able  superin- 
tendency  of  Major  Sylvanus  Thayer,  Corps  of  Engineers,  the  present  era  in 
the  Academy's  history  opened. 

Until  1843,  a  prescribed  residence  was  not  a  legal  qualification  for  ap- 
pointment, but  the  selection  of  one  cadet  from  each  Congressional  district 
had  grown  to  be  customary.  In  this  year  the  custom  became  the  law,  Con- 
gress prescribing  that  the  Corps  of  Cadets  should  consist  of  one  from  each 
Congressional  district,  one  from  each  Territory,  one  from  the  District  of 
Columbia,  and  ten  from  the  United  States  at  large,  to  be  appointed  by  the 
President. 

By  Acts  of  Congress  approved  June  6,  1900,  June  28,  1902,  March  3,  1903, 
May  28,  1908,  and  August  9,  1912,  the  Corps  of  Cadets  as  now  constituted 
consists  of  one  from  each  Congressional  district,  one  from  each  Territory, 
two  from  the  District  of  Columbia,  one  from  Porto  Rico,  two  from  each  State 
at  large,  and  forty  from  the  United  States  at  large,  all  to  be  appointed  by 
the  President.  Those  cadets  appointed  from  States  or  Territories  must  be 
actual  residents  of  the  Congressional  or  Territorial  districts,  or  of  the  Dis- 
trict of  Columbia,  or  of  the  States,  respectively,  from  which  they  are  ap- 
pointed.* Four  Filipinos,  one  for  each  class,  are  authorized  to  receive  in- 
struction as  cadets,  to  be  eligible  on  graduation  only  to  commissions  in  the 


*Under  Act  of  Congress  approved  April  19,  1910,  the  law,  however,  provides 
that  for  six  years  from  July  1,  1910,  whenever  any  cadet  shall  have  finished  three 
years  of  his  course  at  the  Academy  his  successor  may  be  admitted. 


UNITED  STATES  MILITARY  ACADEMY.  41 

Philippine  Scouts.  Under  these  Acts,  and  under  the  apportionment  of  Mem- 
bers of  Congress  according  to  the  13th  Census,  the  maximum  number  of 
cadets  is  580. 

The  total  number  of  graduates  from  1802  to  1913  inclusive  is  5205. 

The  working  organization  of  the  Academy  at  West  Point  consists 
of  a 

Superintendent  and  Commandant, 

Military  Staff, 

Departments  of  Instruction, 

Corps  of  Cadets,  and 

Detachment  of  troops  assigned  for  duty  to  that  post. 

SUPERINTENDENT  AND  COMMANDANT. 

The  Superintendent  and  Commandant  is  always  an  officer  of  the 
Army,  usually  of  the  rank  of  Colonel,  detailed  by  order  of  the  Presi- 
dent of  the  United  States  for  this  duty. 

MILITARY  STAFF. 

The  military  staff  consists  of  an  Adjutant  of  the  Military  Academy 
and  of  the  Post,  who  acts  as  secretary  to  the  Academic  Board. 

A  Quartermaster  of  the  Military  Academy  and  of  the  Post. 

A  Treasurer  of  the  Military  Academy,  and  Quartermaster  and 
Commissary  for  the  Battalion  of  Cadets. 

A  Medical  Officer  with  rank  of  surgeon. 

DEPARTMENTS  OF  INSTRUCTION. 

Professors  whose  services  at  the  Academy,  as  Professor,  exceed 
ten  years,  have  the  rank,  pay  and  allowances  of  a  colonel,  and  all  other 
professors  have  the  rank,  pay  and  allowances  of  a  lieutenant-colonel 
of  the  Army.  The  academic  departments  are  arranged  in  the  order 
in  which  they  were  created  by  law.  They  are : 

Department  of  Tactics. 

Department  of  Civil  and  Military  Engineering. 

Department  of  Natural  and  Experimental  Philosophy. 

Department  of  Mathematics. 

Department  of  Chemistry,  Mineralogy  and  Geology. 

Department  of  Drawing. 

Department  of  Modern  Languages. 

Department  of  Law. 


42  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

Department    of    Practical    Military    Engineering,    Military 

Signaling  and  Telegraphy. 
Department  of  Ordnance  and  Gunnery. 
Department  of  Military  Hygiene. 
Department  of  English  and  History. 

CADET  CORPS  ORGANIZATION. 

For  instruction  in  infantry  drill  regulations  and  in  military  police 
and  discipline,  the  Corps  of  Cadets  is  organized  into  two  battalions, 
under  the  Commandant  of  Cadets,  assisted  by  two  battalion  command- 
ers (Army  officers),  each  company  being  commanded  by  an  officer  of 
the  Army.  The  cadet  officers  and  noncommissioned  officers  are  select- 
ed from  those  cadets  who  have  been  most  studious,  soldierlike  in  the 
performance  of  their  duties,  and  most  exemplary  in  their  general  de- 
portment. In  general,  the  cadet  captains  and  lieutenants  are  taken 
from  the  first  class,  the  sergeants  from  the  second  class,  and  the  cor- 
porals from  the  third  class. 

There  is  detailed  by  order  of  the  War  Department  an  officer  of 
the  Army  usually  of  the  rank  of  major  who  acts  as  commandant  of 
cadets. 

CLASSIFICATION  OF  CADETS. 

The  Cadets  are  arranged  in  four  distinct  classes,  corresponding 
with  the  four  years  of  study.  Cadets  employed  on  the  first  year's 
course  constitute  the  Fourth  Class;  those  on  the  second  year's  course 
the  Third  Class;  those  on  the  third  year's  course  the  Second  Class;  and 
those  on  the  fourth  year's  course  the  First  Class. 

The  academic  year  commences  on  the  1st  of  July.  On  or  before 
that  date  the  result  of  the  examination  held  in  the  preceding  month 
is  announced  and  Cadets  are  advanced  from  one  class  to  another.  At 
no  other  time  is  a  Cadet  advanced  from  one  class  to  another,  unless 
prevented  by  sickness,  or  authorized  absence,  from  attending  the  afore- 
said examination;  in  such  a  case  a  special  examination  is  granted; 
but  in  no  case  is  a  Cadet  advanced  from  one  class  to  another  without 
having  satisfied  the  Academic  Board  of  his  proficiency  in  each  branch 
of  study  pursued  by  his  class. 

The  weight  for  conduct,  based  upon  the  number  of  demerits  re- 
ceived by  a  cadet  each  year,  is 

First  class  year   . 125 

Second  class  year 100 


UNITED  STATES  MILITARY  ACADEMY.  43 

Third  class  year   75 

Fourth  class  year   50 

The  final  count  in  conduct  for  the  graduating  merit  roll  is  200. 
The  proportional  parts  are  determined  by  taking  two-thirds  of  the 
sum  of  the  proportional  parts  for  the  first,  second  and  third  class 
years. 

The  following  information  relative  to  the  appointment  and  admis- 
sion of  cadets  is  published  by  the  War  Department.  A  sample  set  of 
questions  asked  at  an  admission  examination  will  be  found  in  Appendix 
I  of  this  volume: 

APPOINTMENTS. 

How  Made. — Each  Congressional  District  and  Territory — and  also  Porto 
Rico — is  entitled  to  have  one  cadet  at  the  Academy.  Each  State  is  also  en- 
titled to  have  two  cadets  from  the  State  at  large;  two  are  allowed  from  the 
District  of  Columbia  and  forty  are  allowed  from  the  United  States  at  large. 
The  law,  however,  provides  that  for  six  years  from  July  1,  1910,  whenever 
any  cadet  shall  have  finished  three  years  of  his  course  at  the  Academy  his 
successor  may  be  admitted.  The  appointment  from  a  Congressional  District 
is  made  upon  the  recommendation  of  the  Representative  in  Congress  from 
that  District,  and  those  from  a  State  at  large  upon  the  recommendations  of 
the  Senators  of  the  State.  Similarly  the  appointment  from  a  Territory  is 
made  upon  the  recommendation  of  the  Delegate  in  Congress.  The  appoint- 
ments from  the  District  of  Columbia  are  made  on  the  recommendation  of 
the  Commissioners  of  the  District.  Each  person  appointed  must  be  an  actual 
resident  of  the  State,  District  or  Territory  from  which  the  appointment  is 
made. 

The  appointments  from  the  United  States  at  large  are  made  by  the  Presi- 
dent of  the  United  States  upon  his  own  selection.  The  cadet  from  Porto 
Rico,  who  must  be  a  native  of  that  island,  is  appointed  by  the  President  on 
the  recommendation  of  the  Resident  Commissioner. 

The  Secretary  of  War  is  authorized  to  permit  not  exceeding  four  Fili- 
pinos, to  be  designated,  one  for  each  class,  by  the  Philippine  Commission,  to 
receive  instruction  at  the  United  States  Military  Academy  at  West  Point; 
Provided,  that  the  Filipinos  undergoing  instruction,  shall  receive  the  same 
pay,  allowances,  and  emoluments  as  are  authorized  by  law  for  cadets  at  the 
Military  Academy  appointed  from  the  United  States,  to  be  paid  out  of  the 
same  appropriations:  And  provided  further,  That  said  Filipinos  undergoing 
instruction  on  graduation  shall  be  eligible  only  to  commissions  in  the  Philip- 
pine Scouts.  And  the  provisions  of  section  1321,  Revised  Statutes,  are  modi- 
fied in  the  case  of  the  Filipinos  undergoing  instruction,  so  as  to  require  them 
to  engage  to  serve  for  eight  years,  unless  sooner  discharged,  in  the  Philippine 
Scouts. 

Date  of  Appointments. — Appointments  are  required  by  law  to  be  made 
one  year  in  advance  of  the  date  of  admission,  except  in  cases  where,  by  rea- 
son of  death  or  other  cause,  a  vacancy  occurs  which  cannot  be  provided  for 
by  such  appointment  in  advance.  These  vacancies  are  filled  in  time  for  the 
next  examination. 

Candidates. — For  each  vacancy  three  candidates  should  be  nominated, 
one  of  the  candidates  to  be  named  as  principal  and  the  others  as  alternates. 
The  alternate  making  the  highest  proficient  average  will  be  entitled  to  ad- 
mission in  case  of  the  failure  of  the  principal. 

Each  candidate  will  receive  from  the  War  Department  a  letter  of  ap- 
pointment, and  he  must  appear  for  examination  at  the  time  and  place  desig- 
nated therein.1 

Fitness  for  admission  will  be  determined  as  prescribed  in  the  Regula- 
tions United  States  Military  Academy. 

1  The  Board  before  which  a  candidate  is  directed  to  appear  will  be,  without 
exception,  the  one  convened  at  the  place  nearest  or  most  convenient  to  his  home, 
or  to  the  school  at  which  he  is  in  regular  attendance  at  the  time  of  appointment. 


44  MILITARY  EDUCATION  IN   THE  UNITED   STATES. 

EXAMINATION  AND  ADMISSION  OF  CANDIDATES. 

The  following  are  extracts  from  the  Regulations  of  the  Military  Academy 
relating  to  the  examination  of  candidates  for  admission  and  will  be  strictly 
adhered  to: 

On  the  last  Tuesday  in  March  of  each  year  candidates  selected  for  ap- 
pointment (except  the  Filipino  candidates)  shall  appear  for  mental  and 
physical  examination  before  Boards  of  Army  officers  to  be  convened  at  such 
places  as  the  War  Department  may  designate.  The  Filipino  candidates 
selected  for  appointment,  unless  otherwise  notified  by  the  War  Department, 
shall  appear  for  mental  and  physical  examination  on  the  second  Tuesday  in 
January  of  each  year  before  a  Board  of  Army  officers  to  be  convened  at  such 
place  in  the  Philippine  Islands  as  the  Commanding  General  of  the  Philip- 
pines Division  may  designate.  Candidates  who  pass  will  be  admitted  to  the 
Academy  without  further  examination  upon  reporting  in  person  to  the  Super- 
intendent before  12  o'clock  noon,  on  the  14th  day  of  June  following  the  ex- 
amination, or  15th  if  the  14th  falls  on  Sunday. 

Each  candidate  before  admission  to  the  academy,  must  show  by  examina- 
tion as  prescribed  in  the  preceding  paragraph,  that  he  is  well  versed  in 
algebra,  to  include  quadratic  equations  and  progressions,  plane  geometry, 
English  grammar,  composition  and  literature,  descriptive  and  physical  geog- 
raphy, and  general  and  United  States  history,  as  explained  in  the  circulars 
of  notification.  No  rejected  candidate  shall  be  re-examined,  except  upon 
recommendation  of  the  Academic  Board. 

Engagement  to  serve. — Immediately  after  reporting  to  the  Superin- 
tendent for  admission  and  before  receiving  their  warrants  of  appointment 
candidates  are  required  to  sign  in  the  presence  of  the  Superintendent,  or  of 
some  officer  deputed  by  him,  engagements  for  service  in  the  following  form: 

I, ,  of  the   State    (or  Territory)    of  ,   aged  - 

years,  months,  do  hereby  engage  (with  the  consent  of  my  parent  or 

guardian)  that  from  the  date  of  my  admission  as  a  cadet  of  the  United  States 
Military  Academy  I  will  serve  in  the  Army  of  the  United  States  for  eight 
years  unless  sooner  discharged  by  competent  authority. 

In  the  presence  of . 

In  the  case  of  the  Filipino  cadets  the  engagement  shall  be  made  to  serve 
in  the  Philippine  Scouts.  (See  sec.  1321,  R.  S.) 

Oath  of  allegiance. — "Each  cadet  shall,  previous  to  his  admission  to  the 
academy,  take  and  subscribe  an  oath  or  affirmation  in  the  following  form: 

"  'I ,  do  solemnly  swear  that  I  will  support  the  Constitution 

of  the  United  States  and  bear  true  allegiance  to  the  National  Government; 
that  I  will  maintain  and  defend  the  sovereignty  of  the  United  States  para- 
mount to  any  and  all  allegiance,  sovereignty,  or  fealty  I  may  owe  to  any 
State,  county,  or  country  whatsoever,  and  that  I  will  at  all  times  obey  the 
legal  orders  of  my  superior  officers  and  the  rules  and  articles  governing  the 
Armies  of  the  United  States.'  (Sec.  1320,  R.  S.) 

"Sworn  to  and  subscribed  at this  day  of ,  nineteen 

hundred  and  ,  before  me." 

Qualifications. — No  candidate  shall  be  admitted  who  is  under  seventeen, 
or  over  twenty-two  years  of  age,  or  less  than  five  feet  four  inches  in  height 
at  the  age  of  seventeen,  or  five  feet  five  inches  in  height  at  the  age  of  eighteen 
and  upward,  or  who  is  deformed,  or  afflicted  with  any  disease  or  infirmity 
which  would  render  him  unfit  for  the  military  service,  or  who  has,  at  the 
time  of  presenting  himself,  any  disorder  of  an  infectious  or  immoral  char- 
acter. Candidates  must  be  unmarried. 

Each  candidate  must  on  reporting  at  West  Point  present  a  certificate 
showing  successful  vaccination  within  one  year;  or  a  certificate  of  two  vac- 
cinations, made  at  least  a  month  apart,  within  three  months. 

NOTE. — Candidates  are  eligible  for  admission  from  the  day  they  are  seven- 
teen until  the  day  they  become  twenty-two  years  of  age,  on  which  latter  day 
they  are  not  eligible. 

Each  candidate  designated  as  principal  or  alternate  for  appointment  as 
cadet  at  the  Military  Academy  should  ascertain  as  soon  as  practicable 
whether  or  not  he  has  any  physical  defect  that  would  disqualify  him  for 
admission  to  the  Academy  or  any  that  should  be  corrected  by  treatment  pre- 
vious to  presenting  himself  for  examination.  For  this  purpose  he  should 
immediately  cause  himself  to  be  examined  by  his  family  physician,  and,  if 


UNITED  STATES  MILITARY  ACADEMY.  45 

he  desires,  also  by  an  Army  Surgeon  at  the  nearest  military  post.  Such  an 
examination  should  enable  the  candidate  to  decide  whether  to  devote  the  time 
and  possible  expense  which  may  be  necessary  for  preparation  for  the  en- 
trance examination  or  to  relinquish  his  appointment. 

It  should  be  understood  that  the  informal  examination  herein  recom- 
mended is  solely  for  the  convenience  and  benefit  of  the  candidate  himself, 
and  can  in  no  manner  affect  the  decision  of  the  Academic  and  Medical  Ex- 
amining Boards. 

CHARACTER   OP   EXAMINATIONS. 

PHYSICAL  EXAMINATION. 

Upon  the  completion  of  the  mental  examination,  all  candidates  will  be 
thoroughly  examined  physically  by  the  medical  officers  of  the  board,  under 
the  following  instructions  prepared  by  the  Surgeon  General  of  the  Army: 

Hearing  must  be  normal  in  both  ears. 

Vision,  as  determined  by  the  official  test  types,  must  not  fall  below  20/40 
in  either  eye,  and  not  below  20/20  unless  the  defect  is  a  simple  refractive 
error  not  hyperopia,  is  not  due  to  ocular  disease,  and  is  entirely  corrected  by 
proper  glasses. 

In  the  record  of  all  examinations  the  acuity  of  vision  without  glasses, 
and  also  with  glasses  when  the  acuity  is  less  than  20/20,  will  be  given  for 
each  eye  separately;  in  the  latter  case  the  correction  will  also  be  noted. 

Hyperopia  requiring  any  spherical  correction,  anisometropia,  squint,  or 
muscular  insufficiency,  if  marked,  are  causes  for  rejection. 

Color  blindness,  red,  green,  or  violet,  is  cause  for  rejection. 

Teeth. — A  candidate  must  have  at  least  four  serviceable  double  (bicuspid 
or  molar)  teeth,  two  above  and  two  below,  and  so  opposed  as  to  serve  the 
purpose  of  mastication.  Loss  of  many  teeth  or  teeth  generally  unsound  is 
also  cause  for  rejection.  In  the  latter  case,  however,  a  candidate  may  be 
accepted  subject  to  the  condition  of  having  cavities  filled  and  mouth  put  in 
good  sanitary  condition  by  the  date  set  for  his  arrival  at  West  Point. 

The  following  are  causes  for  disqualification  if  found  to  exist  to  such  a 
degree  as  would  immediately  or  at  no  very  distant  period  impair  the  efficiency 
of  the  candidate: 
1. — Feeble     constitution;     unsound  superior  extremities  on  account 

health    from    whatever    cause;  of  fractures,   especially  of  the 

indications    of   former   disease,  clavicle,  contraction  of  a  joint, 

glandular    swellings,    or    other  deformity,  &c. 

symptoms  of  scrofula.  9. — An  unusual  excurvature  or  in- 

2. — Chronic     cutaneous     affections,  curvature  of  the  spine. 

especially  of  the  scalp.  10. — Hernia. 

3. — Severe  injuries  of  the  bones  of  11. — A  varicose  state  of  the  veins 

the  head;   convulsions.  of    the    scrotum    or    spermatic 

4. — Impaired  vision,  from  whatever  cord    (when   large),   hydrocele, 

cause;    inflammatory  affections  hemorrhoids,  fistulas. 

of   the   eyelids;    immobility   or  12. — Impaired    or    inadequate    effi- 

irregularity  of  the  iris;  fistula  ciency   of   one   or   both   of  the 

lachrymalis,    &c.,    &c.  inferior  extremities  on  account 

5. — Deafness;      copious      discharge  of     varicose     veins,     fractures, 

from  the  ears.  malformation    (flat    feet,    &c.), 

6. — Impediment  of  speech.  lameness,   contraction,   unequal 

7. — Want    of    due    capacity    of    the  length,    bunions,    overlying    or 

chest,  and  any  other  indication  supernumerary  toes,  &c.,  &c. 

of  a  liability  to  a  pulmonic  dis-  13. — Ulcers,   or    unsound    cicatrices 

ease.  of   ulcers   likely   to   break   out 

8. — Impaired     or     inadequate     effi-  afresh. 

ciency   of   one   or   both   of   the 

The  requirements  of  the  following  tables  of  physical  proportions  are 
minimum  for  growing  youths  and  are  for  the  guidance  of  medical  officers  in 
connection  with  the  other  data  of  the  examination,  a  consideration  of  all  of 
which  should  determine  the  candidate's  physical  eligibility.  Mere  fulfillment 
of  the  requirements  of  the  standard  tables  does  not  determine  eligibility, 
while  on  the  other  hand  no  departure  below  the  standard  should  be  allowed 
unless  upon  the  unanimous  recommendation  of  the  medical  examining  board 
for  excellent  reasons  clearly  stated  in  each  case. 


46 


MILITARY  EDUCATION  IN  THE  UNITED  STATES. 


The  physical  requirements  should  be  those  of  the  age  at  the  birthday 
nearest  the  time  of  the  examination.  Fractions  greater  than  %  inch  will  be 
considered  as  an  additional  inch  of  height  but  candidates  17  years  old  must 
be  at  least  64  inches,  and  those  18  years  and  upward  at  least  65  inches  in 
height. 

Table  of  physical  proportion  for  height,  weight,  and  chest  measurement. 


, 

w 

. 

fc 

r» 

03 

i  . 

>» 

S 

'O 

*    c3 

£j 

B 

*O 

t_,  ctf  _: 

43 

B 

5  *"*  r? 

r-3 

43 

B 

3.J3  S 

P—  4 

. 

0 
.S 

I 

!&§ 

3j 

rt) 

o 

I 

'Is 

3 

. 

IT- 

s1 

&> 

^ 

!H 

s-g 

43 

43 

4-»    ^ 

•*->  . 

^j 

43 

-M  }% 

bO 

W  ^  O 

S* 

9 

bO 

K  Cj  O 

S 

'S 

w 

i 

jl» 

g 

1 

I 

ge53 

43 
U 

'      64 

110 

29 

2 

'      65 

117 

30% 

2 

65 

112 

29% 

2 

66 

119 

30i/2 

2 

66 

114 

2 

67 

121 

30% 

2 

17  yrs. 

67 

116 

29% 

2 

18  yrs. 

68 

124 

31 

2^2 

•** 

68 

119 

30 

2^ 

< 

69 

127 

31% 

2% 

69 

122 

30% 

2-^ 

70 

130 

3iy2 

2% 

70 

125 

30  y2 

2% 

71 

133 

31% 

2-^ 

71 

128 

30% 

2y2 

.      72 

136 

32 

3 

'      65 

121 

30% 

2 

r     65 

122 

31 

2 

66 

123 

31 

2 

66 

124 

31% 

2 

67 

125 

31% 

2 

67 

126 

3iy2 

2 

68 

129 

3iy2 

2% 

68 

130 

31% 

2y2 

19  yrs. 

69 

133 

31% 

2y2 

20  yrs. 

69 

134 

32 

" 

70 

137 

32 

2^2 

^ 

70 

138 

32% 

2^2 

71 

141 

32% 

2% 

71 

142 

32y2 

2Mj 

72 

145 

32V2 

3 

72 

146 

32% 

3 

73 

149 

32% 

3 

73 

150 

33 

3 

74 

15^ 

33% 

3% 

'      65 

123 

31% 

2 

'      65 

125 

3iy2 

2 

66 

125 

3iy2 

2 

66 

127 

31% 

2 

67 

127 

31% 

2 

67 

129 

32 

2 

68 

132 

32 

2^ 

68 

134 

32% 

2% 

69 

137 

32% 

2% 

69 

139 

32y2 

2^j 

21  yrs. 

70 

142 

32y2 

2% 

22  yrs. 

70 

144 

32% 

2^ 

H 

71 

147 

32% 

2y2 

^ 

71 

149 

33 

2^3 

72 

152 

33 

3 

72 

154 

33% 

3 

73 

157 

33% 

3 

73 

159 

33i/2 

3 

74 

162 

33y2 

3^5 

74 

164 

33% 

3y2 

75 

167 

33% 

3-^2 

75 

169 

34 

76 

174 

34% 

4  2 

The  following  order  of  the  War  Department  dated  January  23rd, 
1914,  greatly  modifies  the  entrance  requirements  in  that  it  provides  a 
means  of  entering  without  examination  where  certain  other  conditions 
are  complied  with: 

A  candidate  for  admission  to  the  United  States  Military  Academy  from 
a  State,  District,  or  Territory  may  be  excused  from  the  mental  examination 
for  admission  upon  one  of  the  following  conditions: 

1.  That  he  present  a  properly  attested  certificate  that  he  is  a  regularly 
enrolled  student  in  good  standing  without  condition  in  any  university,  col- 
lege, or  technological  school  accredited  by  the  United  States  Military  Acad- 
emy, provided  that  the  entrance  requirements  for  the  course  he  is  pursuing 
in  such  institution  include  proficiency  in  the  subjects  of  mathematics  At 
(algebra  to  quadratics),  A2  (algebra,  quadratics  and  beyond),  and  C  (plane 


UNITED  STATES  MILITARY  ACADEMY.  47 

geometry);  English  A  (reading  and  practice)   and  B   (study  and  practice), 
as  outlined  by  the  College  Entrance  Examination  Board. 

2.  That  he  present  a  properly  attested  certificate  of  graduation  from  a 
preparatory  school  or  public  high  school  which  is  on  the  accredited  list  of 
one  of  the  institutions  referred  to  in  paragraph  1  of  this  order,  provided 
that  he  is  thus  certified  to  have  established  proficiency  in  mathematics  Au 
A2,  and  C,  and  English  A  and  B,  as  outlined  by  the  College  Entrance  Ex- 
amination Board. 

3.  That  he  present  a  properly  attested  certificate  from  the  College  En- 
trance Examination  Board  that  he  has  passed  14  units  of  its  examinations, 
including  mathematics  Aa,  A2,  and  C,  English  A  and  B,  and  history  A  (an- 
cient history)   and  D   (American  history  and  civil  government). 


PHYSICAL  EXAMINATION. 

All  cadets  are  examined  physically  in  May  of  each  year,  and  those  found 
physically  disqualified  to  continue  with  the  course  or,  in  case  of  the  first 
class,  for  commission  in  the  Army,  are  discharged. 

VACATIONS  AND  LEAVES  OF  ABSENCE. 

Academic  duties  are  suspended  from  the  completion  of  the  June  exam- 
inations until  the  end  of  August.  During  this  period  cadets  live  in  camp 
and  are  engaged  in  military  duties  and  exercises  and  in  receiving  practical 
instruction  in  military  and  other  subjects.  Academic  duties  are  also  sus- 
pended from  December  24th  until  January  2nd,  except  for  those  undergoing 
examination.  All  duties  and  exercises,  as  far  as  practicable,  are  suspended 
on  New  Year's  Day,  February  22nd,  May  30th,  July  4th,  Thanksgiving  Day 
and  Christmas  Day. 

Cadets  of  the  first,  second  and  third  classes  not  undergoing  examination 
are  allowed  short  leaves  at  Christmas,  if  their  conduct  during  the  preceding 
six  months  has  been  satisfactory.  Excepting  these  short  leaves  for  good  con- 
duct, cadets  are  allowed  but  one  leave  of  absence  during  the  four  years' 
course.  This  leave  is  granted  to  those  cadets  who  have  successfully  com- 
pleted the  third  class  course  of  study,  and  extends  from  the  middle  of  June 
to  the  28th  of  August. 

PAY  OF  CADETS. 

The  pay  of  a  cadet  is  $600  per  year  and  one  ration  per  day,  or  commuta- 
tion therefor  at  thirty  cents  per  day.  The  total  is  $709.50,  to  commence  with 
his  admission  to  the  Academy.  The  actual  and  necessary  traveling  expenses 
of  candidates  from  their  homes  to  the  Military  Academy  are  credited  to  their 
accounts  after  their  admission  as  cadets. 

No  cadet  is  permitted  to  receive  money,  or  any  other  supplies,  from  his 
parents,  or  from  any  person  whomsoever,  without  the  sanction  of  the  Super- 
intendent. A  most  rigid  observance  of  this  regulation  is  urged  upon  all 
parents  and  guardians,  as  its  violations  would  make  distinctions  between 
cadets  which  it  is  the  especial  desire  to  avoid ;  the  pay  of  a  cadet  is  sufficient, 
with  proper  economy,  for  his  support. 

Candidates  are  authorized  to  bring  with  them  the  following  articles: 
Hair  brush,  nail  brush,  tooth  brush,  shoe  brush,  comb,  eight  drawers  (sum- 
mer), twelve  handkerchiefs  (white),  four  night  shirts  or  pajamas,  eight 
socks  (black  cotton),  six  bath  towels,  six  face  towels,  one  trunk,  eight  under- 
shirts (summer),  whisk  broom,  shaving  mug,  winter  underwear,  and  athletic 
uniforms,  shoes  and  goods. 

Cadets  are  required  to  wear  the  prescribed  uniform.  All  articles  of  their 
uniform  are  of  a  designated  pattern,  and  are  sold  to  cadets  at  West  Point  at 
regulated  prices. 

DEPOSIT  PRIOR  TO  ADMISSION. 

Immediately  after  admission  candidates  must  be  provided  with  an  outfit 
of  uniform,  &c.,  the  cost  of  which  is  about  $160.  This  sum,  or  at  least  $100 
thereof,  must  be  deposited  with  the  Treasurer  of  the  Academy  before  the 
candidate  is  admitted.  It  is  best  for  the  candidate  to  take  with  him  no 
more  money  than  he  needs  for  traveling  expenses  and  for  his  parents  to  send 


48  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

the  required  deposit  by  draft,  payable  to  the  Treasurer,  U.  S.  Military  Acad- 
emy. The  deposit  is  credited  at  once  to  the  cadet's  account.  Upon  gradua- 
tion a  cadet  who  has  exercised  proper  economy  will  have  sufficient  money  to 
his  credit  with  the  Treasurer  of  the  Academy  to  purchase  his  uniform  and 
equipment  as  an  officer. 

ACADEMIC    DUTIES. 

There  are  two  terms  of  academic  instruction;  September  1-December  23, 
and  January  2-June  4.  A  semi-annual  examination  is  held  December  26-31, 
and  an  annual  examination  June  5-12.  At  the  December  examination  cadets, 
who  are  found  to  be  proficient  in  subjects  they  have  completed  during  the 
preceding  term  are  arranged  according  to  merit  in  each  subject.  At  the 
June  examination  they  are  similarly  arranged  and  they  are  also  assigned 
general  standing  in  the  class  as  determined  by  their  standings  in  the  various 
subjects.  When  a  subject  of  study  is  completed  during  a  term  an  examina- 
tion concluding  the  work  in  that  subject  is  sometimes  held.  Cadets  deficient 
in  studies  at  any  examination  are  discharged  from  the  Academy  unless  for 
special  reasons  the  Academic  Board  recommends  otherwise.  Cadets  exceed- 
ing at  any  time  the  maximum  number  of  demerits  allowed  for  six  months  are 
reported  to  the  Academic  Board  as  deficient  in  conduct. 

PROMOTION  AFTER  GRADUATION. 

The  attention  of  applicants  and  candidates  is  called  to  the  following  pro- 
visions of  an  Act  of  Congress  approved  May  17,  1886,  to  regulate  the  promo- 
tion of  graduates  of  the  United  States  Military  Academy:  — 

"That  when  any  cadet  of  the  United  States  Military  Academy  has  gone 
through  all  its  classes  and  received  a  regular  diploma  from  the  Academic 
Staff,  he  may  be  promoted  and  commissioned  as  a  second  lieutenant  in  any 
arm  or  corps  of  the  Army  in  which  there  may  be  a  vacancy  and  the  duties 
of  which  he  may  have  been  judged  competent  to  perform;  and  in  case  there 
shall  not  at  the  time  be  a  vacancy  in  such  arm  or  corps,  he  may,  at  the  dis- 
cretion of  the  President,  be  promoted  and  commissioned  in  it  as  an  addi- 
tional second  lieutenant,  with  the  usual  pay  and  allowances  of  a  second  lieu- 
tenant, until  a  vacancy  shall  happen." 

PROGRAM  OF  THE  COURSE  OF  INSTRUCTION. 

Immediately  following  is  shown  the  program  of  the  course  of  instruction 
adopted  by  the  Academic  Board  May  2,  1912,  and  approved  by  the  War  De- 
partment May  4,  1912.  The  program  took  effect  September  1,  1912. 

THE  ACADEMIC  CALENDAR. 

First  term,  Sept.  1-Dec.  23,  embraces  95  a.  m.  and  80  p.  m.  periods. 

Second  term,  Jan.  2-June  4,  embraces  130  a.  m.  and  109  p.  m.  periods. 

Semi-annual  examination,  Dec.   26-31. 

Annual  examination,  June  5-12. 

a.  m.  periods  extend  from  7:55  a.  m.  to  12:30  p.  m.,  except  Sundays. 

p.  m.  periods  extend  from  1:45  to  3:45,  except  Saturdays  and  Sundays. 

HOURS  OF  ATTENDANCE. 

7:55  to  9:20  a.  m.;  9:20  to  10:45  a.  m.;  10:30  to  11:30  a.  m.;  11:30  a.  m.  to 
12:30  p.  m. 

Dinner  assembly  12:40  p.  m.     1:45  to  2:45  p.  m.;  2:45  to  3:45  p.  m. 

In  Philosophy  and  Chemistry  the  following  arrangement  will  govern: — Phil- 
osophy, 7:55  to  9:20;  10:30  to  11:55.  Chemistry,  7:55  to  9:00;  10:30  to 
11:35. 

For  laboratory  work  Second  Class  sections  attending  at  7:55  may  be  held 
until  9:55,  and  sections  attending  at  10:30  may  be  held  to  12:30. 

Division  into  A  and  B  sections  will  be  observed  in  First,  Second  and  Third 
Classes. 


UNITED  STATES  MILITARY  ACADEMY. 


49 


Class. 

SUBJECTS. 

TIME. 

Allotment 
of  Periods. 

Time  in 
minutes. 

Number 
in  year. 

Total 
number. 

Fourth.  . 
Third... 

Mathematics      

a.  m.  daily  except  alternating  whole 
class  last  66  days  with  survey- 
ing.     During  alternation  Tues- 
day, Thursday  and  Saturday  to 
mathematics    

85 
85 

245 

60 
60 

60 

45 
60 
45 
85 

60 
120 

60 

60 
60 
60 
45 

192 

... 

Surveying                . 

a.  m.  alternating  whole  class  with 
mathematics  last  66  days.  Dur- 
ing  alternation    Monday,   Wed- 
nesday and  Friday  to  surveying 
May  1  to  June  4,  attendance  7:55 
a.  m.  to  12:00  noon.     Theoreti- 
cal    examination     immediately 
after  completion  of  theoretical 
course    

Drill  regulations  

English  and  history, 
do  

33 

26 
189 

10 

144 
10 
15 
225 

219 
94 

13 

6 
12 
42 
35 

33 

199 

417 
219 

19 

a.  m.  Saturdays  during  September, 
October,  November,  March,  April 
and  May    

p.  m.  daily  

a.  m.  Saturdays  for  lectures  in  De- 
cember, January  and  February, 
a.  m.  daily  except  Saturdays  Oct.  1- 
April   30    

Gymnasium 

Mathematics   

p.    m.    daily    except    Saturdays  ( 
May  1-June  4  { 

a.   m.   daily    

French   

a.    m.    daily   except   last   two   Mon- 
days, Wednesdays  and  Fridays 
in   September    

Drawing    

p.  m.  1/2  class  daily  

Hygiene    

p.  m.  1/2  class  daily  alternating  with 

do  

drawing  for  26  days  beginning 
September  1    

a.  m.  whole  class  last  two  Mondays, 
Wednesdays     and     Fridays     in 
September      alternating      with 
French   (6  lectures)    

Drill  regulations  
Riding  

p.  m.  y2  class  daily  alternating  with 
drawing  for  24  days  after  hy- 
giene     

p.    m.    y2    class    alternating    with 
drawing  after  drill  regulations 
to  March  15 

Gymnasium   

p.    m.    after   drawing    (after    3:45) 
Nov.  1-Mar.  15,  except  Wednes- 
days    

50 


MILITARY  EDUCATION   IN  THE  UNITED   STATES. 


Class. 

i 
SUBJECTS. 

TIME. 

i 

Al 

of 

-Sj 

-*-» 

II 

US 

lotm 
Peri 

IS 
s£ 

g£ 

Total  1  £g 
number.  J  J°  ct- 

Second.. 
First  .  .  . 

Philosophy    

a.    m.    daily   except   alternating    %. 
class     with     drill     regulations, 
Monday  to  Thursday,  inclusive, 
for   two   weeks   beginning   first 
Monday  in  April                      .    . 

85 

65 
120 

60 
60 

60 
60 
45 

85 

60 
60 

60 
60 

221 

219 
94 

12 
10 

82 
35 
35 
221 

112 
12 

104 

94 
10 
94 

33 

221 

219 

188 

60 

221 

112 
12 

181 

104 
176 

249 

Chemistry  

a.   m.    daily   except   alternating    y2 
class     with     drill     regulations, 
Monday  to  Thursday,  inclusive, 
for  three  weeks  beginning  third 
Monday  in  April     .             .... 

Drawing 

p    m    1/2  class  daily 

Drill  regulations  .... 
do 

p.  m.  alternating  with  drawing  for 
24  days  beginning  Sept  1  

a.  m.  y~2  class  alternating  with  phil- 
osophy and  chemistry  as  above 
p.  m.  y2,  class  alternating  with  draw- 
ing after  drill  regulations  (  Sep- 
tember)      

Spanish    

Riding    

p.   m.  alternating  with  gymnasium 
after  3:45,  Nov.   1-Mar.   15,  ex- 
cept Wednesday  .... 

Gymnasium   
Engineering   .  .   . 

p.  m.  alternating  with  riding  after 
3:45,    Nov.    1-Mar.    15,    except 
Wednesday    

a.  m.  daily   (%  class  only  on  Sat- 
urday  for   8    Saturdays   after 
April  1)    . 

Law    

a.  m.  y2  class  daily  alternating  with 
riding,    and    with    engineering 
first  hour  for  8  Saturdays  after 
April    1     

Hippology   

a.  m.  alternating  with  law  24  days 
beginning  Sept.   1  

Riding    

a.  m.  y2  class  alternating  with  law 
after  hippology    .... 

do  

Entire  class  Saturdays  after  11:  00 
a.    m.    for    8    Saturdays    after 
April  1    

Ordnance  and 
gunnery  

p.    m.    i/o    class    alternating    with 
Spanish    

do  

p.    m.    10    periods    for    shop    work, 
after  2:45,  Nov.  1-Mar.  15  

Spanish    

p.  m.  alternating  with  ordnance  and 
gunnery    

60 
45 

Gymnasium   

p.  m.  y%  class  after  2  :  45  Nov.  1-Mar. 
15,  except  when  attending  ord- 
nance shop  work  

DEPARTMENT   OF  TACTICS. 

ALL    CLASSES. 

New  cadets,  upon  reporting  for  duty,  are  given  Infantry  recruit  instruc- 
tion with  gymnastic  and  calisthenic  exercises,  until  they  join  the  battalion. 

Practical  instruction  is  given  during  the  summer  encampment,  and  from 
September  1st  to  November  1st,  and  from  March  15th  to  June  1st,  in  infantry, 


UNITED  STATES  MILITARY  ACADEMY.  51 

artillery  and  cavalry  drill  regulations,  in  target  practice  with  the  rifle,  re- 
volver, mountain  gun  and  field  gun,  and  in  Military  Engineering. 

During  the  summer  encampment,  cadets  of  the  third  and  fourth  classes 
are  also  taught  swimming  and  dancing,  and  those  of  the  first  class,  the  serv- 
ice of  seacoast  artillery  and  submarine  defense  at  fortifications.  The  first, 
third  and  fourth  classes  participate  in  exercises  in  minor  tactics,  practice 
marches,  problems  and  practical  field  work,  in  which  the  employment  of  all 
arms  is  exemplified. 

Practical  instruction  in  fencing  and  gymnastic  exercises  and  in  boxing 
and  wrestling  is  given  to  the  fourth  class  from  October  1st  to  June  1st,  and 
to  the  other  classes  from  November  1st  to  March  15th. 

Instruction  in  riding  is  given  to  the  first  class  during  the  encampment 
and  from  September  1st  to  June  1st,  excepting  the  month  of  February;  to 
the  second  and  third  classes,  from  November  1st  to  March  15th  and  also  to 
the  third  class  during  the  summer  encampment.  Instruction  with  English 
pad  saddles  is  given  to  the  first  class,  and  in  polo  to  the  first  and  second 
classes. 

During  the  academic  season  recitations  in  hippology  are  held  for  the 
first  class  and  in  drill  regulations  for  the  second,  third  and  fourth  classes. 
Instruction  is  also  given  in  writing  orders  and  in  solving  problems  involving 
the  disposition  of  small  forces. 

Previous  to  graduation  lectures  are  given  the  first  class  upon  uniforms 
and  equipments,  and  upon  etiquette  and  customs  of  the  service. 

TEXT    BOOKS. 

Infantry    Drill    Regulations.     U!    S.        Cavalry    Drill    Regulations.     U.     S. 

Army.  Army. 

Field  Artillery  Regulations.     U.   S.        Elements  of  Hippology.    Marshall. 

Army. 

Mountain  Artillery  Drill  Regulations.    U.  S.  Army. 
Coast  Artillery  Drill  Regulations.     U.  S.  Army. 

BOOKS    OF    BEFEBENCE. 

U.  S.  Army  Regulations.  Regulations,  U.   S.  M.  A. 

Field     Service    Regulations.     U.     S.  Manual  of  Guard  Duty.    U.  S.  Army. 

Army.  Manual     of     Gymnastic     Exercises. 

Provisional  Small  Arms  Firing  Man-  Koehler. 

ual.     U.   S.  Army.  Regulations  for  Field  Maneuvers,  U. 

Drill  Regulations  for  Machine  Gun,  S.  Army. 

Infantry.  Manual     of     Instruction     in     Pack 

Drill  Regulations  for  Machine  Gun,  Transportation. 

Cavalry. 

ISSUED    TO    FIBST    CLASS    BEFOBE    GBADUATION. 

U.  S.  Army  Regulations.  Drill  Regulations  of  the  Hospital 

Manual  of  the  Subsistence  Depart-  Corps.  U.  S.  A. 

ment,  U.  S.  A.  Manual  of  Courts-Martial.  U.  S.  A. 

Manual  of  the  Quartermaster's  De-  Army  Register.  U.  S. 

partment,  U.  S.  A.  Regulations  for  the  Post  Exchange. 

Paymaster's  Manual.  U.  S.  A.  Manual  of  Medical  Department.  U. 

Regulations  for  the  Uniform  for  the  S.  A. 

U.   S.  A. 

DEPARTMENT  OF  CIVIL  AND  MILITARY  ENGINEERING. 

FIBST    CLASS. 

The  course  in  civil  and  military  engineering  and  the  art  of  war  is  con- 
fined to  the  first  class  year. 

The  course  in  civil  engineering  begins  September  1st  and  is  completed 
during  the  first  term,  which  closes  with  the  Christmas  holidays.  It  com- 
prises brief  treatises  on  the  mechanics  of  civil  engineering,  framed  and 
masonry  structures,  the  materials  of  engineering,  water  supply  and  sewage. 

The  course  in  military  engineering  and  the  art  of  war  begins  on  January 
2nd  and  closes  on  the  3rd  of  June.  Military  engineering  embraces  the  study 
of  field  and  permanent  fortifications  and  siege  works.  The  art  of  war  em- 
braces the  study  of  the  organization  of  armies,  employment  of  the  different 


52  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

arms  in  combination,  logistics  and  strategy.  To  familiarize  the  students 
with  its  principles,  lectures  are  delivered  on  military  subjects  and  the  prin- 
cipal operations  of  about  twenty  selected  campaigns  are  studied.  During 
this  course  the  students  are  taken  to  the  battlefield  of  Gettysburg  to  famil- 
iarize them  with  the  effects  of  topography  on  the  employment  of  troops  in 
the  field. 

TEXT    BOOKS. 

Civil  Engineering.     Fiebeger.  Army  Organization.     Piebeger. 

Field  Fortifications.     Fiebeger.  Siege  Works.     Mercur. 

Permanent  Fortifications.    Fiebeger.  Field  Service  Regulations.    U.  S. 

Elements  of  Strategy.     Fiebeger.  Campaign  of  Gettysburg.     Fiebeger. 

BOOKS    OF    BEFERENCE. 

Campaigns  and  Battles.     Department. 
Story  of  Civil  War.     Ropes.        Cambria  Steel. 

The  department  has  a  well-selected  reference  library  on  civil  engineer- 
ing, military  engineering  and  the  art  of  war. 

DEPARTMENT  OF  NATURAL  AND  EXPERIMENTAL  PHILOSOPHY. 

SECOND    CLASS. 

The  course  in  natural  and  experimental  philosophy  begins  with  and  con- 
tinues throughout  the  third  academic  year.  Mechanics  is  studied  during  the 
first  term.  The  text  used  is  Gordon's  "Mechanics."  Many  of  the  principles 
are  illustrated  by  apparatus  in  the  lecture  and  section  rooms,  and  the  stu- 
dents are  required  to  repeat  and  explain  these  experiments.  The  course 
aims  to  be  as  complete  as  possible  with  the  limitation  that  it  can  be  properly 
covered  in  a  term  of  about  90  to  100  days  by  students  having  a  proficient 
knowledge  of  the  calculus;  the  treatment  is  sufficiently  mathematical  to  fur- 
nish a  confident  basis  for  advanced  work  in  the  technical  staff  after  gradua- 
tion. 

During  the  second  term  about  120  lessons  are  allotted  to  this  department. 
The  first  half  of  this  time  is  devoted  to  the  subjects  of  sound  and  light.  The 
authorized  text-book  is  Gordon's  "Sound  and  Light." 

Astronomy  is  studied  in  the  remainder  of  the  second  term.  The  texts 
used  are  Young's  "General  Astronomy"  and  Michie  and  Harlow's  "Practical 
Astronomy."  The  principal  aim  of  this  course,  in  addition  to  its  important 
value  in  educational  development,  is  to  furnish  an  ample  basis  for  the  estab- 
lishment of  stations  in  explorations  and  surveys. 

The  class  attends  daily  throughout  the  year,  except  eight  days,  during 
which  half  the  class  attends  daily. 

TEXT-BOOKS. 

Sound  and  Light.     Gordon.  General  Astronomy.     Young. 

Mechanics.     Gordon.  Practical      Astronomy.      Michie      and 

Harlow. 

Numerous  standard  works  on  the  general  subjects  covered  by  the  course 
are  available  for  reference. 

DEPARTMENT   OF  MATHEMATICS. 

THIKD  AND  FOURTH  CLASSES. 

The  course  in  mathematics  begins  with  the  fourth  class  year  and  con- 
tinues through  the  third  class  year. 

In  the  fourth  class  year,  algebra  is  completed  in  alternation;  first  with 
geometry,  then  with  trigonometry.  Plane  analytical  geometry  is  begun. 

In  the  third  class  year,  plane  and  solid  analytical  geometry  and  descrip- 
tive geometry  are  completed  in  alternation.  The  calculus  and  least  squares 
finish  the  course. 

The  course  in  algebra  covers  the  entire  subject  as  generally  taught  in 
colleges,  but  the  student  is  expected  to  have  already  mastered  elementary 
algebra  to  include  the  progressions  and  the  solution  of  the  quadratic  equa- 
tion. The  course  in  elementary  geometry  includes  the  books  that  relate  to 


UNITED  STATES  MILITARY  ACADEMY. 


53 


the  plane  and  those  that  relate  to  space,  but  the  student  is  expected  to  have 
mastered  the  former.  Plane  and  spherical  trigonometry  includes  the  com- 
plete solution  of  the  plane  and  spherical  triangles.  The  course  in  analytical 
geometry  includes  the  discussion  of  the  general  equation  of  the  second  de- 
gree in  the  plane  and  the  particular  forms  of  the  equation  of  the  second 
degree  in  space. 

Descriptive  geometry  includes,  in  orthographic  projections,  the  right  line, 
the  plane,  ruled  surfaces  and  surfaces  of  revolution,  tangent  planes  and  in- 
tersections of  surfaces.  It  also  covers  shades  and  shadows,  perspective,  iso- 
metric projections  and  spherical  projections. 

The  course  in  differential  and  integral  calculus  covers  the  ground  of  the 
usual  college  text-book,  including  briefly  the  subject  of  ordinary  differential 
equations. 

TEXT    BOOKS. 


Elements  of  Geometry.  Phillips  and 
Fisher. 

Advanced  Course  in  Algebra.    Wells. 

Quadratics  and  Beyond.  Fisher  and 
Schwatt. 

Elements  of  Plane  and  Spherical 
Trigonometry.  Crockett. 

Logarithmic  Tables.     Newcomb. 

Conic  Sections,  Coordinate  Geom- 
etry. C.  Smith. 

Coordinate  Geometry.  Fine  and 
Thompson. 


Elements  of  Analytical  Geometry 
(Solid).  Smith  and  Gale. 

Descriptive  Geometry.     Church. 

Linear  Perspective.     Pillsbury. 

Differential  and  Integral  Calculus. 
Granville. 

Integral  Calculus.     D.  A.  Murray. 

Differential  Equations.  D.  A.  Mur- 
ray. 

Method  of  Least  Squares.     Johnson. 


DEPARTMENT   OF   CHEMISTRY,   MINERALOGY   AND   GEOLOGY. 

SECOND    CLASS. 

This  department  embraces  two  branches  of  physics  not  included  in  its 
title,  namely  heat  and  electricity. 

The  course  begins  September  1  of  the  third  academic  year  and  extends 
throughout  this  year;  exercises,  recitations,  laboratory  work  or  lectures  take 
place  on  all  week-days. 

Commencing  September  1,  general  chemistry,  alternating  with  lessons 
in  heat,  occupy  the  time  until  the  close  of  the  term  in  December,  recitations 
or  other  exercises  being  had  daily. 

During  this  term  all  members  of  the  class  whose  progress,  as  shown  by 
their  recitations,  warrants  it,  are  given  laboratory  practice  in  chemistry. 
This  practice  begins  with  chemical  manipulations  and  proceeds  in  the  usual 
general  order  of  elementary  laboratory  work.  The  laboratory  exercises  are 
one  hour  and  fifty  minutes  long.  It  is  generally  possible  to  give  all  parts  of 
the  class  some  laboratory  experience;  the  amount  of  this  work,  however, 
varies  with  the  aptitude  of  the  student  from  a  few  hours  to  fifty-five  or  sixty 
hours. 

This  term  closes  with  an  examination  upon  the  essential  parts  of  the 
entire  course,  which  all  cadets  who  have  not  shown  a  required  proficiency  in 
daily  work  must  take. 

In  chemistry  the  course  is  a  descriptive  general  one,  based  upon  a  con- 
cise statement  of  the  more  essential  principles  of  chemistry,  and  includes 
that  class  of  information  deemed  most  important  to  non-specialists,  together 
with  an  accurate  and  logical  treatment  of  many  useful  applications  of  chem- 
istry. 

The  course  in  heat  is  short,  but  it  is  a  comprehensive  elementary  course 
intended  to  embrace  what  is  most  applicable  to  subsequent  work  at  the 
Academy  and  what  is  most  useful  in  general  education. 

Beginning  January  2  the  daily  exercises  alternate  between  geology,  min- 
eralogy and  electricity.  This  term  also  closes  with  an  examination,  covering 
the  essential  parts  of  the  subjects  studied  during  the  term,  which  all  cadets 
who  have  not  shown  a  required  proficiency  in  daily  work  must  take. 

The  course  in  geology  is  a  brief  but  scientific  presentation  of  the  essen- 
tial elements  of  this  branch  of  science. 

The  mineralogy  is  an  eminently  practical  course  consisting  of  the  de- 
scriptive study  and  the  practical  determination  of  the  important  minerals. 


54  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

The  lithological  and  palseontological  part  of  geology  is  accompanied  in  study 
by  the  continued  practical  examination  of  the  objects  described. 

The  course  in  electricity  is  a  brief  exposition  of  the  leading  electrical 
phenomena  and  their  relations  to  each  other.  It  includes  a  study  of  the  gen- 
eral principles  of  the  subject  and  of  the  typical  machines,  generators,  motors 
and  transformers,  together  with  the  more  important  uses  of  electricity.  The 
laboratory  exercises  give  experience  with  a  number  of  the  machines  and  in 
the  use  of  a  great  variety  of  apparatus  employed  in  the  numerous  forms  of 
electric  measurements.  In  this  term  the  laboratory  work  is  a  part  of  the 
electrical  course  and  all  cadets  enter  the  laboratory.  All  laboratory  work  is 
performed  under  the  immediate  supervision  of  an  instructor. 

TEXT    BOOKS. 

Elementary  Lessons  in  Heat.     Till-        Elements  of  Geology.     Le  Conte. 

man.  Important  Minerals  and  Rocks.    Till- 

Descriptive       General       Chemistry.  man. 

Tillman.  Elements  of  Electricity.    Robinson. 

Practical    Chemistry.       (Laboratory 

Guide.)     Clowes. 

During  all  terms  standard  works  on  the  respective  subjects  are  available 
for  reference  both  to  cadets  and  instructors. 

DEPARTMENT  OF  DRAWING. 

THIRD  AND  SECOND  CLASSES. 

The  course  in  drawing  extends  through  the  third  and  second  class  years, 
attendance  on  alternate  afternoons  for  a  period  of  two  hours  during  the  full 
academic  year. 

The  order  of  instruction  is  as  follows: 

THIRD   CLASS    YEAR. 

1.  Elementary  freehand  perspective  drawing  from  blocks  and  objects. 

2.  Use  of  drawing  instruments. 

3.  Problems  in  plane  geometry. 

4.  Problems   in   descriptive  geometry. 

5.  Lettering.  Exercises  in  this  subject  continue  throughout  the  course. 

6.  Elementary  problems  in  third  angle  projection. 

7.  Building  construction  drawing. 

SECOND  CLASS   YEAR. 

1.  Freehand  mechanical,  perspective,  and  memory  drawing. 

2.  Isometric  projection  of  framed  structure. 

3.  Machine  drawing,  third  angle  projection. 

4.  Assembly  and  working  drawings  from  models. 

5.  Topographical   sketching   and   drawing. 

Instruction  is  mainly  through  a  loose  leaf  system  of  printed  instruction 
sheets  covering  the  various  drawings  and  phases  of  the  work.  These  are 
supplemented  by  short  section-room  lectures  and  blackboard  illustrations 
when  necessary.  Personal  instruction  is  given  when  needed. 

Department  pamphlets  on  Framing,  The  Steam  Engine,  and  Military 
Topography  are  used  in  connection  with  the  instruction  in  these  subjects. 
They  will  shortly  be  replaced  entirely  by  the  system  of  printed  instruction 
sheets. 

DEPARTMENT  OF  MODERN  LANGUAGES. 

THIRD,    SECOND,    AND    FIRST    CLASSES. 

The  course  in  modern  languages  comprises  instruction  in  French  and 
in  Spanish. 

FRENCH. 
THIRD  CLASS. 

Instruction  is  given  in  reading,  in  composition,  and  in  conversation.  The 
course  opens  September  1,  and  continues  until  June  4,  some  219  lessons  in  all. 


UNITED  STATES  MILITARY  ACADEMY.  55 

SPANISH. 

SECOND  AND  FIRST  CLASSES. 

Instruction  is  given  in  reading,  in  composition,  and  in  conversation,  to 
which  special  attention  is  paid.  The  course  opens  October  4,  of  the  second 
class  year  and  closes  June  4  of  the  first  class  year,  176  lessons  all  told. 

The  present  text-books  are: 

THIRD  CLASS. 

French: — Martin's  French  Verbs. 

Elementary  French.     Aldrich  and  Foster. 

DePeiffer's  French  Pronunciation.    Bercy's  La  Langue  Frangaise. 

Introductory  French  Composition,  Francois.     Guerlac's   Standard 

French  Authors. 
Advanced  French  Prose  Composition,  Francois.     Potter's  Dix  Con- 

tes  Modernes. 

Cameron's  Tales  of  France. 
Marchand's  French  Idioms.    Revue  Militaire  des  Armies  Etran- 

geres. 

Labiche  and  Martin's  Voyage  de  M.  Perrichon. 
Dike's  Scientific  French  Reader. 
MoliSre's   L'Avare. 
French  Conversation  Exercises. 

SECOND  AND  FIRST  CLASSES. 

Spanish: — Spanish  Verb  and  Spanish  Pronunciation.    Traub,  2d  Edition. 
Spanish  Grammar.    Olmstead  &  Gordon. 
Crawford's  Spanish  Composition. 
Cuentos  Selectos  by  Enrique  Perez  Escrich. 
Cuentos  Selectos  by  Antonio  de  Trueba. 
Hojas  Selectos   (Spanish  Magazine). 
Hill's  Spanish  Tales  for  Beginners. 
"A  B  C"  Spanish  Daily  Newspaper. 
Spanish   Conversation   Exercises   and    Idioms. 

BOOKS   OF   REFERENCE. 

French: — French  Pronouncing  Dictionary.     Spiers  and  Surenne. 

Military  Technical   Dictionary.     Wilcox. 

Spanish: — New  Spanish-English  and  English-Spanish  Dictionary,  by  Cuyas. 
Appleton. 

DEPARTMENT   OF   LAW. 

FIRST  CLASS. 

The  course  in  law  covers  the  following  subjects: 

1.  The  elements  of  law.  3.  International   law. 

2.  Constitutional  Law.  4.  Military  law. 

To  illustrate  principles  in  the  text-books  cadets  are  required  to  recite 
on  numerous  cases  from  the  reports.  Lectures  are  also  given  upon  the  sub- 
jects taught,  so  far  as  the  limits  of  time  allotted  to  this  course  permit. 

TEXT    BOOKS. 

The  Elements  of  Law.    Davis,  G.  B.    International  Law.    Davis,  G.  B. 
Constitutional  Law.     Davis,  E.  G.         Military  Law.     Dudley. 

BOOKS   OF   REFERENCE. 

There  is  a  reference  library  in  the  department  of  about  2,500  volumes, 
accessible  to  the  cadets. 

DEPARTMENT  OF  PRACTICAL  MILITARY  ENGINEERING,   MILITARY 
SIGNALING  AND  TELEGRAPHY. 

FOURTH,   THIRD,    SECOND  AND   FIRST   CLASSES. 

Fourth  Class. — This  class  is  given  an  elementary  course  in  the  theory 
and  practice  of  surveying,  instruction  in  this  subject  alternating  with  mathe- 
matics during  the  last  66  recitation  days  of  the  academic  year.  From  May 


56  MILITARY  EDUCATION  IN  THE  UNITED   STATES. 

1  to  June  4  the  entire  morning  is  devoted  to  practical  instruction  in  the 
use  and  adjustment  of  surveying  instruments  and  in  surveying  methods. 
During  this  period  cadets  apply  in  the  field  what  has  been  taught  them  in 
their  theoretical  study  of  the  subject  just  preceding.  The  course  includes 
instruction  in  the  use  of  chains  and  tapes,  in  profile  and  differential  leveling 
and  earthwork  computations,  in  the  use  of  compass,  plane  table  and  transit 
with  special  reference  to  the  employment  of  these  instruments  in  military 
topographic  surveying. 

Third  Class. — During  the  period  of  the  summer  encampment  the  cadets 
of  this  class  receive  instruction  in  knots  and  lashings,  in  rowing,  in  the  con- 
struction of  floating  bridges  with  wooden  pontons,  canvas  pontons  and  rafts, 
and  in  military  camp  expedients. 

Simple  exercises  in  topographic  and  hydrographic  surveying  are  also 
given. 

Second  Class.— The  work  of  the  2d  Class  in  this  department  is  confined 
to  military  signaling.  During  the  fall  drill  period  instruction  is  given  in 
visual  signaling  by  means  of  flags,  heliographs  and  acetylene  lanterns,  short 
messages,  both  plain  and  cipher,  being  sent  and  received.  In  the  spring 
period  the  instruction  covers  the  field  methods  of  electrical  communication 
including  the  installation  and  operation  of  field-wire  and  buzzer  lines  and 
wireless  telegraph  equipment. 

First  Class. — During  the  summer  encampment,  cadets  of  the  1st  Class 
are  instructed  in  building  pile,  trestle  and  ponton  bridges,  in  improvising 
methods  of  crossing  streams,  in  making  road  sketches  both  mounted  and 
dismounted,  and  in  combined  position  sketching.  During  the  fall  course  this 
class  is  given  instruction  in  the  construction  and  operation  of  appliances 
used  in  field  engineering,  in  the  erection  of  spar  and  trestle  bridges,  and  in 
the  use  of  explosives  in  military  demolitions.  The  spring  course  is  devoted 
to  field  fortification  work,  including  the  construction  of  trenches,  revetments, 
obstacles,  bomb  proofs  and  gunpits;  posting  and  distribution  of  working 
parties  in  the  construction  of  saps,  trenches,  parallels,  and  approaches;  and 
tracing  and  profiling  siege  works. 

TEXT  BOOK. 
Theory  and  Practice  of  Surveying  (17th  Edition).     Johnson. 

BOOKS    OF    REFERENCE. 

Plane   Surveying.     John   Clayton   Tracy,   C.   E. 

The  Engineer  Field  Manual.     Office  of  the  Chief  of  Engineers,  U.  S.  A. 

Manual  of  Visual  Signaling.     U.  S.  Signal  Corps. 

The  Slide  Rule.     J.  J.  Clark. 

DEPARTMENT  OF  ORDNANCE  AND  GUNNERY. 

FIRST    CLASS. 

The  subject  of  ordnance  and  gunnery  is  studied  by  the  cadets  of  the  first 
class  throughout  the  academic  year. 

The  course  of  instruction  covers  the  principles  involved  in  the  construc- 
tion and  use  of  war  material.  It  is  broadly  divided  into  three  parts:  the 
theoretical,  the  descriptive,  and  the  practical.  The  theoretical  part  includes 
the  study  of  the  action  of  explosives,  the  study  of  interior  and  exterior  bal- 
listics, the  theories  of  gun  and  carriage  construction,  and  the  principles  of 
gunnery.  The  theoretical  part  of  the  course  is  not  the  same  for  all  cadets, 
those  showing  the  necessary  proficiency  taking  a  special  course  in  the  time 
devoted  by  the  remainder  of  the  class  to  review  work. 

The  descriptive  part  of  the  course  covers  the  processes  of  manufacture 
of  powders,  guns,  projectiles  and  armor;  and  describes  the  small  arms,  can- 
non, machine  and  rapid-fire  guns  in  use  in  the  United  States  service,  with 
the  carriages,  ammunition  and  accessory  appliances  required  for  their  serv- 
ice. The  department  is  well  supplied  with  models,  which  are  used  in  con- 
junction with  the  text. 

The  practical  part  of  the  course  covers  the  operation  of  machines  and 
appliances  used  in  the  fabrication  of  modern  ordnance,  the  latter  work  being 
in  effect  a  short  but  valuable  course  in  manual  training. 


UNITED  STATES  MILITARY  ACADEMY.  57 

In  connection  with  the  course,  visits  are  made  to  Watervliet  Arsenal, 
where  the  processes  of  gun  construction  are  observed,  and  to  the  Ordnance 
Proving  Ground  at  Sandy  Hook,  where  actual  firings  from  the  several  classes 
of  guns  are  observed,  including  usually  one  or  more  shots  against  armor, 
and  where  the  latest  developments  in  war  material  are  seen. 

TEXT    BOOKS. 

Ordnance  and  Gunnery.     Lissak. 

Exterior  Ballistics.     O'Hern. 

Stresses  in  Wire- Wrapped  Guns  and  in  Gun  Carriages.     Ruggles. 

BOOKS   OF   REFERENCE. 

Ballistic   Tables.     Ingalls. 

Mathematical   Tables.     Newcomb. 

Publications  of  Ordnance  Department.    U.  S.  Army. 

DEPARTMENT  OF  MILITARY  HYGIENE. 

THIRD    CLASS. 

The  course  in  Military  Hygiene  begins  September  first.  It  consists  of 
6  lectures  and  13  recitations. 

The  course  covers  the  essential  points  in  the  care  of  troops,  particular 
attention  being  paid  to  the  following: 

Personal  hygiene;  exercise  and  physical  training;  the  selection  of  re- 
cruits; preventable  diseases;  clothing  and  equipment;  the  water  supply;  foods 
and  their  preparation;  the  disposal  of  wastes;  the  sanitation  of  posts  and 
barracks;  the  sanitation  of  camps,  marches  and  battlefields;  the  hygiene  of 
hot  and  cold  climates;  the  sanitary  duties  of  line  officers;  venereal  diseases; 
the  nature  and  effects  of  alcohol  and  other  narcotics. 

During  the  summer  camp,  the  first  class  is  instructed  in  the  use  of  the 
first  aid  packet  and  the  treatment  of  surgical  emergencies.  On  marches,  at 
the  end  of  each  day,  the  medical  officer  discusses  practical  matters  from  the 
view  point  of  the  military  sanitarian. 

TEXT    BOOKS. 

The  Elements  of  Military  Hygiene.        Alcoholic     Drinks     and     Narcotics. 
Ashburn.  Keefer. 

REFERENCE    BOOKS. 

Military  Hygiene.     Havard.  Military  Hygiene.     Woodhull. 

Theory  and  Practice  of  Military  Hy-        Practical  Hygiene.     Harrington, 
giene.    Munson. 

DEPARTMENT  OF  ENGLISH  AND  HISTORY. 

FOURTH   CLASS. 

The  course  in  English  and  History  begins  with  the  fourth  class  in  Sep- 
tember and  continues  throughout  the  academic  year,  the  whole  class  attend- 
ing daily  except  Saturday  (Saturdays  also  for  lectures  in  December,  January, 
and  February.)  The  class  is  divided  into  two  parts,  which  alternate  in  re- 
citing English  and  History. 

In  English,  the  course  of  instruction  is  planned  to  inculcate  the  essential 
principles  of  rhetoric,  both  by  study  of  the  text-book  and  by  frequent  practice 
in  the  various  forms  of  composition  (including  practice  in  personal  and 
official  correspondence),  to  create  an  intelligent  appreciation  of  the  best  in 
English  literature  by  the  study  of  selected  literary  masterpieces,  and  to 
impart  knowledge  of  the  important  facts  in  the  history  of  English  literature 
and  language  by  the  study  of  a  text-book  and  by  lectures. 

In  History,  the  course  of  instruction  is  planned  to  acquaint  the  student 
with  the  political,  social,  and  economic  history  from  the  end  of  the  Middle 
Ages  to  the  present  day,  to  make  him  familiar  with  the  fundamental  prin- 
ciples of  civil  government,  with  special  reference  to  the  United  States,  and 
to  give  him  knowledge  of  various  typical  forms  of  modern  national  and 
municipal  governments. 


58 


MILITARY  EDUCATION  IN  THE  UNITED  STATES. 


TEXT    BOOKS. — ENGLISH. 


English  Composition  in  Theory  and 
Practice  (new  and  revised  edi- 
tion). Henry  S.  Canby  and  others. 

Palgrave's   Golden   Treasury. 
Shakespeare's  Works. 


Tennyson's  Poetical  Works. 
History  of  English  Literature  by  W. 

J.  Long. 

The  Major  Dramas  of  Sheridan. 
Selections  from  Stevenson. 
Pinero's  The  Thunderbolt. 


TEXT    BOOKS. — HISTORY. 


The  Development  of  Modern  Europe, 
Vol.  I.  J.  H.  Robinson  and  C.  A. 
Beard. 


Europe  since  1815.     C.  D.  Hazen. 
Introduction  to  Political  Science.    R. 
G.  Gettell. 


THE   LIBRARY. 

Cadets  and  officers  have  free  access  to  the  library,  which  comprises  over 
90,000  books,  maps  and  manuscripts.  The  collection  contains  substantially 
all  standard  books  on  the  subjects  taught  in  the  Academy  and  is  especially 
complete  in  military  subjects.  Its  card  catalogues  (about  315,000  cards)  are 
arranged  with  the  special  object  of  saving  the  time  of  cadets.  The  library 
is  open  on  week-days  from  8  A.  M.  to  9:30  P.  M.;  on  Sundays  and  holidays 
from  2  to  6  P.  M. 


CHAPTER  III. 

MILITARY  EDUCATION  IN  CIVIL  INSTITUTIONS 

OF  LEARNING. 

«*  *  *  we  are  trying  to  develop  a  sense  of  responsibility  in  the  young 
men  of  this  country,  a  sense  of  responsibility  towards  their  military  duty. 
We  educate  them  to  perform  all  sorts  of  civil  duties,  but  we  do  not  give  suf- 
ficient attention  to  their  military  duties.  We  do  not  seek  to  make  profes- 
sional soldiers  or  jingoes,  but  we  want  to  plant  in  our  people  a  sensible  and 
sane  idea  of  preparation,  what  it  means,  and  what  its  value  is.  Its  value, 
not  only  as  tending  to  improvement  of  our  fighting  force,  but  its  value  as  a 
matter  of  humanity,  because  if  we  are  well  prepared  war  will  not  be  thrust 
upon  us,  and  if  it  is  thrust  upon  us  we  will  be  able  to  make  it  short  and  carry 
it  through  with  a  minimum  of  loss,  because  our  officers  and  men  will  know 
how  to  perform  their  duties  efficiently." — Major  General  Leonard  Wood, 
ex-Chief  of  Staff,  U.  8.  Army. 

There  are  two  general  classes  of  civil  institutions  of  learning  in 
the  United  States,  not  government  schools,  which  receive  more  or 
less  assistance  from  the  War  Department  in  that  branch  of  the  course 
of  study  which  pertains  to  instruction  in  military  science  and  tactics. 
These  two  general  classes  are : 

1.  Land  Grant  Colleges. 

2.  Other  Civil  Institutions  of  Learning.     To  this  class  be- 

long the  military  colleges,  academies  and  schools. 

It  is  necessary  in  the  discussion  of  military  education  at  civil  in- 
stitutions to  divide  the  subject  into  three  chapters.  The  present  chap- 
ter will  be  devoted  to  those  rules,  regulations  and  instructions  of  the 
War  Department  which  are  common  to  the  military  departments  of 
the  two  classes  of  schools.  The  two  following  chapters  will  take  up 
the  work  of  each  class  in  the  order  named  above. 

The  laws,  regulations,  and  instructions  governing  the  detail  of 
officers  of  the  Army  at  educational  institutions  maintaining  a  course 
in  military  science,  and  the  issue  of  ordnance  stores,  text  books,  and 
other  supplies,  are  revised  from  time  to  time  and  published  by  the 
War  Department  for  the  information  and  guidance  of  those  concerned. 
These  instructions  go  into  considerable  detail  as  to  the  manner  of 
designating  officers  for  duty  as  professors  of  military  science  and  tac- 
tics, the  military  course  of  study,  property  accountability  and  all  other 
matters  affecting  the  relations  of  the  War  Department  with  these  in- 
stitutions. It  appears  advisable  to  give  these  mutual  obligations  in 
considerable  detail,  which  may  seem  needlessly  tedious,  but  an  an- 
alysis will  reveal  the  fact  that  a  clear  comprehension  of  the  attitude 


60  MILITARY  EDUCATION   IN  THE  UNITED  STATES. 

of  the  military  authorities  toward  these  institutions  cannot  be  had  with- 
out such  treatment  of  the  subject. 

The  following  Acts  of  Congress  govern  the  detail  of  officers  of 
the  Army  to  educational  institutions  maintaining  a  military  course  of 
study. 

Section  1225,  Revised  Statutes,  as  amended  by  act  approved  Sep- 
tember 26,  1888. 

Sec.  1225.  The  President  may,  upon  the  application  of  any  established 
military  institute,  seminary  or  academy,  college  or  university,  within  the 
United  States,  having  capacity  to  educate  at  the  same  time  not  less  than  one 
hundred  and  fifty  male  students,  detail  an  officer  of  the  Army  or  Navy  to 
act  as  superintendent  or  professor  thereof;  but  the  number  of  officers  so  de- 
tailed shall  not  exceed  fifty  from  the  Army,  and  ten  from  the  Navy,  being 
the  maximum  of  sixty,  at  any  time,  and  they  shall  be  apportioned  throughout 
the  United  States,  first,  to  those  State  institutions  applying  for  such  detail 
that  are  required  to  provide  instruction  in  military  tactics  under  the  pro- 
visions of  the  act  of  Congress  of  July  second,  eighteen  hundred  and  sixty- 
two,  [the  Morrill  Act]  donating  lands  for  the  establishment  of  colleges  where 
the  leading  object  shall  be  the  practical  instruction  of  the  industrial  classes 
in  agriculture  and  the  mechanical  arts,  including  military  tactics;  and  after 
that,  said  details  to  be  distributed,  as  nearly  as  may  be  practicable,  accord- 
ing to  population.  The  Secretary  of  War  is  authorized  to  issue  at  his  dis- 
cretion and  under  proper  regulations  to  be  prescribed  by  him  out  of  ordnance 
and  ordnance  stores  belonging  to  the  Government,  and  which  can  be  spared 
for  that  purpose,  such  number  of  the  same  as  may  appear  to  be  required  for 
military  instruction  and  practice  by  the  students  of  any  college  or  university 
under  the  provisions  of  this  section,  and  the  Secretary  shall  require  a  bond 
in  each  case,  in  double  the  value  of  the  property  for  the  care  and  safe-keeping 
thereof,  and  for  the  return  of  the  same  when  required;  Provided,  That 
nothing  in  this  act  shall  be  so  construed  as  to  prevent  the  detail  of  officers 
of  the  Engineer  Corps  of  the  Navy  as  professors  in  scientific  schools  or  col- 
leges as  now  provided  by  act  of  Congress  approved  February  twenty-sixth, 
eighteen  hundred  and  seventy-nine,  entitled  "An  act  to  promote  a  knowledge 
of  steam  engineering  and  iron  shipbuilding  among  the  students  of  scientific 
schools  or  colleges  in  the  United  States";  and  the  Secretary  of  War  is  hereby 
authorized  to  issue  ordnance  and  ordnance  stores  belonging  to  the  Govern- 
ment on  the  terms  and  conditions  hereinbefore  provided  to  any  college  or 
university  at  which  a  retired  officer  of  the  Army  may  be  assigned  as  pro- 
vided by  section  twelve  hundred  and  sixty  of  the  Revised  Statutes. 

An  Act  to  amend  section  twelve  hundred  and  twenty-five  of  the 
Revised  Statutes  concerning  details  of  officers  of  the  Army  and  Navy 
to  educational  institutions. 

Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the  United 
States  of  America  in  Congress  assembled.  That  section  twelve  hundred  and 
twenty-five  of  the  Revised  Statutes,  concerning  details  of  officers  of  the 
Army  and  Navy  to  educational  institutions,  be,  and  the  same  is  hereby, 
amended  so  as  to  permit  the  President  to  detail,  under  the  provisions  of  said 
act,  not  to  exceed  seventy-five  officers  of  the  Army  of  the  United  States;  and 
the  maximum  number  of  officers  of  the  Army  and  Navy  to  be  detailed  at  any 
one  time  under  the  provisions  of  the  act  passed  September  twenty-sixth, 
eighteen  hundred  and  eighty-eight,  amending  said  section  twelve  hundred 
and  twenty-five  of  the  Revised  Statutes,  is  hereby  increased  to  eighty-five: 
Provided,  That  no  officer  shall  be  detailed  to  or  maintained  at  any  of  the 
educational  institutions  mentioned  in  said  act  where  instruction  and  drill  in 
military  tactics  is  not  given:  Provided  further,  That  nothing  in  this  act 
shall  be  so  construed  as  to  prevent  the  detail  of  officers  of  the  Engineer 
Corps  of  the  Navy  as  professors  in  scientific  schools  or  colleges  as  now  pro- 
vided by  act  of  Congress  approved  February  twenty-sixth,  eighteen  hundred 
and  seventy-nine,  entitled  "An  act  to  promote  a  knowledge  of  steam-engineer- 


MILITARY  EDUCATION  IN  CIVIL  INSTITUTIONS  OP  LEARNING.     61 

ing  and  iron  shipbuilding  among  the  students  of  scientific  schools  or  colleges 
in  the  United  States." 

Approved,  January  13,  1891. 

An  Act  to  increase  the  number  of  officers  of  the  Army  to  be  de- 
tailed to  colleges. 

Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the  United 
States  of  America  in  Congress  assembled.  That  section  twelve  hundred  and 
twenty-five  of  the  Revised  Statutes,  concerning  details  of  officers  of  the  Army 
and  Navy  to  educational  institutions,  be,  and  the  same  is  hereby,  amended 
so  as  to  permit  the  President  to  detail  under  the  provisions  of  said  act  not 
to  exceed  one  hundred  officers  of  the  Army  of  the  United  States;  and  no 
officer  shall  be  thus  detailed  who  has  not  had  five  years'  service  in  the  Army 
and  no  detail  to  such  duty  shall  extend  for  more  than  four  years  and  officers 
on  the  retired  list  of  the  Army  may  upon  their  own  application  be  detailed 
to  such  duty  and  when  so  detailed  shall  receive  the  full  pay  of  their  rank; 
and  the  maximum  number  of  officers  of  the  Army  and  Navy  to  be  detailed 
at  any  one  time  under  the  provisions  of  the  act  approved  January  thir- 
teenth, eighteen  hundred  and  ninety-one,  amending  section  twelve  hundred 
and  twenty-five  of  the  Revised  Statutes  as  amended  by  an  act  approved 
September  twenty-sixth,  eighteen  hundred  and  eighty-eight,  is  hereby  in- 
creased to  one  hundred  and  ten. 

Approved,  November  3,  1893. 

Extract  from  the  act  of  Congress  approved  March  3,  1909. 

"That  the  act  approved  November  third,  eighteen  hundred  and  ninety- 
three,  authorizing  the  detail  of  officers  of  the  Army  and  Navy  to  educational 
institutions,  be  amended  so  as  to  provide  that  retired  officers,  when  so  de- 
tailed, shall  receive  the  full  pay  and  allowances  of  their  rank,  except  that 
the  limitations  on  the  pay  of  officers  of  the  Army  above  the  grade  of  major 
as  provided  in  the  acts  of  March  second,  nineteen  hundred  and  five,  and 
June  twelfth,  nineteen  hundred  and  six,  shall  remain  in  force." 

Extract  from  the  act  of  Congress  approved  April  21,  1904. 

Sec.  1.  ***  That  section  twelve  hundred  and  twenty-five  of  the  Revised 
Statutes,  concerning  the  detail  of  officers  of  the  Army  and  Navy  to  educa- 
tional institutions,  be,  and  the  same  is  hereby,  amended  so  as  to  permit  the 
President  to  detail  under  the  provisions  of  that  act,  and  in  addition  to  the 
detail  of  the  officers  of  the  Army  and  Navy  now  authorized  to  be  detailed 
under  the  existing  provisions  of  said  act,  such  retired  officers  and  non- 
commissioned officers  of  the  Army  and  Navy  of  the  United  States  as  in  his 
judgment  may  be  required  for  that  purpose  to  act  as  instructors  in  military 
drill  and  tactics  in  schools  in  the  United  States  and  Territories  where  such 
instructions  shall  have  been  authorized  by  the  educational  authorities  there- 
of, and  where  the  services  of  such  instructors  shall  have  been  applied  for 
by  said  authorities. 

Sec.  2.  That  no  detail  shall  be  made  under  this  act  to  any  school  unless 
it  shall  pay  the  cost  of  commutation  of  quarters  of  the  retired  officers  or 
non-commissioned  officers  detailed  thereto  and  the  extra-duty  pay  to  which 
they  may  be  entitled  by  law  to  receive  for  the  performance  of  special  duty: 
Provided,  That  no  detail  shall  be  made  under  the  provisions  of  this  act 
unless  the  officers  and  non-commissioned  officers  to  be  detailed  are  willing 
to  accept  such  position;  Provided  further,  That  they  shall  receive  no  com- 
pensation from  the  Government  other  than  their  retired  pay. 

Sec.  3.  That  the  Secretary  of  War  is  authorized  to  issue  at  his  discre- 
tion, and  under  proper  regulations  to  be  prescribed  by  him,  out  of  ordnance 
stores  belonging  to  the  Government,  and  which  can  be  spared  for  that  pur- 
pose, upon  the  approval  of  the  governors  of  the  respective  States  and  Ter- 
ritories, such  number  of  the  same  as  may  be  required  for  military  instruction 
and  practice  by  such  school,  and  the  Secretary  shall  require  a  bond  in  each 
case,  for  double  the  value  of  the  property,  for  the  care  and  safe-keeping  there- 
of and  for  the  return  of  the  same  when  required. 

Approved,  April  21,  1904. 


62  MILITARY  EDUCATION   IN  THE  UNITED  STATES. 

APPORTIONMENT  OF  OFFICERS  DETAILED  TO 

INSTITUTIONS. 

As  the  law  now  stands  a  maximum  of  one  hundred  officers  may  be 
detailed  for  duty  at  institutions  of  learning  as  professors  of  military 
science  and  tactics.  They  get  full  pay  and  allowance  from  the  War  De- 
partment, and  the  institutions  at  which  they  are  serving  are  under  no 
obligations  to  supplement  their  income  by  remuneration  from  the 
revenues  of  the  institution,  but  in  actual  practice  this  is  frequently 
done,  but  it  is  considered  a  private  transaction  in  which  the  War 
Department  has  no  part. 

The  officers  authorized  by  the  act  approved  April  21,  1904,  are 
in  addition  to  the  number  allowed  by  section  1225,  Revised  Statutes, 
as  amended  by  the  act  approved  November  3,  1893,  and  may  be  made 
to  educational  institutions  in  any  State  or  Territory  without  reference 
to  population  or  to  number  of  officers  already  serving  therein.  All 
of  the  officers  detailed  under  the  provisions  of  this  act  are  from  the 
retired  list.  They  get  no  pay  or  allowance  from  the  Government  be- 
cause of  their  duty  with  these  schools.  Any  pay  additional  to  that 
they  are  already  receiving  as  retired  officers  (or  non-commissioned 
officers)  must  come  from  the  colleges  or  academies  to  which  they  have 
been  assigned  for  duty.  The  performance  of  this  duty  by  a  retired 
officer  is  entirely  voluntary  and  designations  are  not  made  except 
where  both  the  chief  executive  of  the  institution,  and  the  officer  (or 
noncommissioned  officer)  desiring  the  position  make  application  in 
writing  to  the  War  Department  requesting  it.  It  is  customary  for 
the  college  or  academy  to  pay  the  officer  an  amount  at  least  equal  to 
the  difference  between  his  retired  pay  and  the  active  pay  and  allow- 
ances of  his  rank.  In  most  cases  this  difference  is  exceeded. 

The  following  apportionment,  in  accordance  with  section  1225, 
Revised  Statutes  of  the  United  States,  as  amended  by  act  approved 
November  3,  1893,  has  been  adopted,  and  designations  are  made  in 
accordance  therewith: 


MILITARY  EDUCATION  IN  CIVIL  INSTITUTIONS  OF  LEARNING.     63 


Apportionment  of  details  of  100  officers  of  the  Army  at  universities,  colleges, 
academies,  etc.,  based  upon  the  number  of  States  and  the  population  of 
the  States  and  Territories  as  determined  \>y  the  census  of  1910. 


States  and  Territories 


Details 
for  land- 
grant 
schools 


Details 

by 
population     Total 


10 


Maine   1 

New  Hampshire   

Vermont    

Massachusetts    1 

Rhode    Island    1 

Connecticut    1 

New    York    1 

New  Jersey    1         J 

Pennsylvania   1 

Delaware    1 

Maryland    1 

District  of  Columbia    —         } 

Virginia    1 

West    Virginia    1 

North  Carolina   1 

South    Carolina    1 

Georgia    1 

Florida    1 

Alabama    1 

Mississippi    1         J 

Texas    1 

Louisiana    1 

Arkansas  1 

Oklahoma   1 

Tennessee   1 

Kentucky    1 

Ohio   1         }                 4 

Indiana    1 

Illinois   1          J.                 6 

Michigan    1 

Missouri    1 

Kansas   , 1 

Iowa   1 

Nebraska    1 

Minnesota   1          [                3 

Wisconsin   1 

North  Dakota    1 

South   Dakota    1          ]•                1 

Montana    1 

Idaho    1 

Washington    1 

Alaska   — 

Oregon   1 

California   1 

Nevada    1 

Utah   1 

Arizona   1 

Hawaii  — 

New  Mexico   1 

Colorado    1          \.                1 

Wyoming    1 

Porto  Rico    —                           1 

Total..  48                         52 


11 

6 

9 

6 
6 

5 


4 

1 

100 


64  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

All  of  the  regulations  affecting  the  detail  of  officers  of  the  Army 
at  educational  institutions  within  the  United  States  and  its  Territories 
are  prescribed  by  the  President  of  the  United  States  under  the  pro- 
visions of  the  laws.  The  names  of  the  universities,  colleges  and  acade- 
mies having  Army  details,  their  classification,  the  acts  of  Congress 
under  which  the  designations  have  been  made,  and  the  officers  on  duty 
thereat,  (April,  1914)  are  given  by  States  in  Appendix  V. 

CLASSIFICATION  OF  INSTITUTIONS  BY  THF 
WAR  DEPARTMENT. 

Institutions  to  which  officers  of  the  Army  are  detailed  by  the  War 
Department  as  professors  of  military  science  and  tactics  are  classified 
by  the  officers  of  the  General  Staff  of  the  Army  who  make  the  annual 
inspections  of  their  military  departments.  The  classification  is  based 
on  the  character  of  the  military  instruction  and  the  age  of  the  students 
attending  military  classes. 

The  system  of  classification  was  changed  on  recommendation  of 
the  board  of  officers  who  made  the  annual  inspection  of  the  institutions 
in  1913.  This  system  will  be  put  into  effect  at  the  annual  inspection 
of  1914.  The  new  system  of  classification,  as  prescribed  in  orders 
from  the  War  Department,  is  as  follows : 

Class  M.  C. — Colleges  and  universities  (including  land-grant  institutions) 
where  the  curriculum  is  sufficiently  advanced  to  carry  with  it  a  degree,  where 
the  students  are  habitually  in  uniform,  where  the  average  age  of  the  students 
on  graduation  is  not  less  than  21  years,  where  military  discipline  is  con- 
stantly maintained,  and  where  one  of  the  leading  objects  is  the  development 
of  the  student  by  means  of  military  drill  and  by  regulating  his  daily  conduct 
according  to  the  principles  of  military  discipline. 

Class  M. — Essentially  military  institutions  where  the  curriculum  is  not 
sufficiently  advanced  to  carry  with  it  a  degree,  or  where  the  average  age  of 
the  students  on  graduation  is  less  than  21  years. 

Class  C. — Colleges  and  universities  (including  land-grant  institutions) 
not  essentially  military,  where  the  curriculum  is  sufficiently  advanced  to 
carry  with  it  a  degree,  and  where  the  average  age  of  the  students  on  gradua- 
tion is  not  less  than  21  years. 

Class  S.  M. — Institutions  not  included  in  any  of  the  classes  mentioned 
above. 

The  War  Department  will  classify  all  institutions  and  make  necessary 
changes  of  classification  upon  receipt  of  the  reports  of  the  annual  inspections. 

DISTINGUISHED  COLLEGES. 

The  institutions  of  Classes  M.  C.  and  C.,  not  exceeding  10  in  any  year, 
whose  students  have  exhibited  the  greatest  degree  of  military  training  as 
compared  with  others  of  their  class,  and  whose  graduates  of  that  year  are, 
by  reason  of  discipline,  education  and  military  training,  best  qualified  for 
commissions  in  the  Army,  will  be  designated,  in  addition  to  the  above  classi- 
fication as  "Distinguished  Colleges,"  and  the  year  or  years  in  which  dis- 
tinguished will  be  added. 


MILITARY  EDUCATION  IN  CIVIL  INSTITUTIONS  OF  LEARNING.     65 

HONOR    SCHOOLS. 

The  institutions  of  Class  M,  not  exceeding  10  of  the  whole  number  in 
that  class,  whose  students  display  the  greatest  degree  of  military  training 
and  instruction,  will  be  designated  as  "Honor  Schools,"  and  the  year  or 
years  in  which  so  designated  will  be  added. 

THE  DETAIL  OF  OFFICERS  AND  NONCOMMISSIONED 

OFFICERS. 

When  the  detail  of  an  officer  of  the  Army  as  professor  of  military 
science  and  tactics  is  desired,  application  must  be  made  by  the  presi- 
dent or  other  chief  administrative  officer  of  the  institution  to  the  Ad- 
jutant General  of  the  Army. 

The  application,  when  no  detail  has  been  previously  made  to  the 
institution,  must  be  accompanied  by  the  last  printed  catalogue  and  a 
certificate  as  to  the  number  of  male  students  the  institution  has,  the 
capacity  in  buildings,  apparatus,  and  instructors  to  educate  at  one  and 
the  same  time ;  the  number  of  such  students  in  actual  attendance  at  the 
time  of  application,  or,  if  the  application  is  made  during  vacation,  the 
number  actually  in  attendance  during  the  session  immediately  pre- 
ceding it,  and  the  number  over  15  years  of  age.  The  certificate  must 
also  show  the  grade  of  the  institution,  the  degrees  it  confers,  and 
whether  or  not  it  is  a  land-grant  institution,  established  under  the 
provisions  of  the  act  of  Congress  approved  July  2,  1862. 

When  application  is  made  for  the  detail  of  an  officer  of  the  Army 
at  an  institution  to  which  none  has  previously  been  assigned,  it  is 
visited  by  direction  of  the  War  Department  at  the  time  of  the  annual 
inspection  of  civil  educational  institutions  having  detailed  officers,  by 
one  of  the  officers  detailed  for  such  inspection,  who  reports  to  the 
War  Department  whether  or  not  the  institution  fulfills  the  require- 
ments of  the  law  and  regulations  governing  such  details  and  recom- 
mends specifically  whether  it  should  be  made. 

Application  for  the  first  detail,  or  for  renewal  of  a  detail,  may 
include  a  recommendation  by  name  for  such  officer  or  officers  as  may 
be  deemed  suitable  by  the  college  authorities.  When  the  officers 
named  are  not  available  for  duty,  or  when  such  recommendations  are 
not  made,  selection  is  made  by  the  War  Department  from  those  avail- 
able officers  who  may  have  been  recommended  for  such  duty  by  their 
military  superiors. 

Applications  for  the  detail  of  retired  noncommissioned  officers 
must  be  addressed  by  the  president  of  the  institution  to  the  Adjutant 
General  of  the  Army,  Washington,  D.  C,  accompanied  by  a  certificate 
to  the  effect  that  the  noncommissioned  officer  will  be  furnished  with 


68  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

quarters,  or  commutation  therefor,  and  extra-duty  pay  at  the  rate  of 
at  least  50  cents  per  day  during  the  period  of  his  detail. 

This  remuneration  of  the  retired  noncommissioned  officers  does 
not  represent,  excepting  in  but  few  instances,  the  actual  amount  they 
receive.  It  is  simply  a  minimum  guarantee  required  by  the  War 
Department  before  a  noncommissioned  officer  will  be  detailed. 

A  retired  noncommissioned  officer  is  detailed  at  an  institution 
only  where  an  officer  of  the  Army  is  on  duty. 

To  be  eligible  for  the  detail  of  an  officer  on  the  active  list  as 
professor  of  military  science  and  tactics,  institutions  are  required  to 
maintain  under  course  of  military  instruction  hereinafter  described, 
the  following  minimum  numbers  of  male  pupils  over  15  years  of  age, 
viz. : 

Classes  M  C  and  M 100 

Classes  C  and  S  M 150 

An  officer  of  the  retired  list  is  not  detailed  as  professor  of  military 
science  and  tactics  at  any  institution  (except  land-grant  institutions 
established  under  the  provisions  of  the  act  of  Congress  approved  July 
2,  1862,  which  are  required  by  said  law  to  include  military  tactics  in 
their  courses  of  instruction)  which  does  not  maintain  under  military 
instruction  at  least  75  male  pupils  over  15  years  of  age,  excepting 
under  the  provisions  of  the  act  of  Congress,  approved  April  21,  1904, 
amending  section  1225,  Revised  Statutes. 

Where  a  State  has  more  than  one  college  endowed  by  the  national 
land  grant,  under  the  act  approved  July  2,  1862,  (the  Morrill  bill)  the 
college  which  is  designated  by  the  governor  of  the  State  is  held  to 
have  the  first  claim  to  the  officer  allotted  to  the  State  for  detail  at.  a 
land-grant  institution. 

No  officer  who  has  not  had  five  years'  commissioned  service  in  the 
Army  is  eligible  for  detail  as  professor  of  military  science  and  tactics. 

The  detail  of  an  officer  on  the  active  list  is  for  three  years.  In 
case  an  officer  achieves  marked  success  and  is  willing  to  remain  longer 
on  such  duty,  his  detail  may,  upon  application  of  the  college  authori- 
ties, be  extended  to  four  years.  The  detail  of  a  retired  officer  or  non- 
commissioned officer  will  be  for  four  years.  He  may  be  again  de- 
tailed for  four  years  after  the  expiration  of  the  original  detail.  In 
fact  there  is  no  limit  to  the  number  of  successive  details  a  retired 
officer  may  have  at  an  institution. 

No  retired  officer  above  the  rank  of  major  is  detailed  as  a  pro- 
fessor of  military  science  and  tactics  unless  in  connection  with  his 


MILITARY  EDUCATION  IN  CIVIL  INSTITUTIONS  OF  LEARNING.     67 

duties  as  such  he  is  to  hold  the  position  of  president,  superintendent, 
or  principal  of  the  institution. 

Orders  detailing  an  officer  to  relieve  another  as  professor  of  mili- 
tary science  and  tactics  direct  him  to  report  at  the  institution  during 
the  school  year  and  not  less  than  two  weeks  prior  to  the  relief  of  his 
predecessor. 

DUTIES  OF  OFFICERS  AND  NONCOMMISSIONED 
OFFICERS. 

The  professor  of  military  science  and  tactics  retains  copies  of  all 
returns,  reports,  and  correspondence,  and  keeps  an  accurate  journal 
of  the  drills  and  other  military  instruction.  He  transfers  these  records 
to  the  officer  who  may  succeed  him  or  to  the  person  designated  by  the 
chief  administrative  officer  of  the  institution.  In  either  case  a  receipt 
is  taken  for  the  records. 

The  officer  detailed  as  professor  of  military  science  and  tactics 
must  reside  at  or  near  the  institution  to  which  assigned,  and  when  in 
the  performance  of  his  military  duties  appears  in  proper  uniform. 

In  his  relations  to  the  institution,  he  observes  the  general  usages 
and  regulations  therein  established  affecting  the  duties  and  obligations 
of  other  members  of  the  faculty.  He  performs  no  duties  other  than 
those  of  instructor  in  military  science  and  tactics,  which  may  include 
the  duties  of  commandant  of  cadets,  except  by  special  permission  of 
the  War  Department. 

It  is  the  duty  of  the  professor  of  military  science  and  tactics  to 
enforce  proper  military  discipline  at  all  times  when  students  are  under 
military  instruction,  and  in  case  of  serious  breaches  of  discipline  or 
misconduct  to  report  the  same  to  the  proper  authorities  of  the  institu- 
tion, according  to  its  established  methods.  In  case  no  suitable  action 
is  taken  by  the  authorities  of  the  institution,  the  professor  of  military 
science  and  tactics  reports  the  facts  to  The  Adjutant  General  of  the 
Army. 

Where  practicable  a  detailed  retired  noncommissioned  officer  may 
be  ordered  to  report  to  the  officer  on  duty  at  the  school  for  instruc- 
tions as  his  assistant.  He  is  reported  by  the  latter  to  the  president 
of  the  school  or  college,  and  instructed  in  his  relations  to  the  institu- 
tion and  to  its  officials.  He  is  required  to  reside  at  or  near  the  institu- 
tion, and  performs  no  duties  other  than  those  of  assistant  to  the  in- 
structor in  military  science  and  tactics  and  acting  ordnance  and  quarter- 
master sergeant,  except  by  special  permission  of  the  War  Department. 


68  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

MILITARY   ORGANIZATION   OF   STUDENTS. 

Pupils  under  military  instruction  are  organized  into  companies, 
battalions,  and  regiments  of  infantry,  the  organization,  drill  and  ad- 
ministration of  which  must  conform,  as  far  as  possible,  to  those  of 
the  Army.  The  strength  of  companies  does  not  ordinarily  exceed  58 
students. 

Where  a  battalion  organization  is  maintained  a  band  is  authorized, 
provided  its  members  are  thoroughly  trained  in  infantry  drill  to  include 
the  school  of  the  squad. 

All  rules  and  orders  relating  to  the  organization  and  government 
of  the  military  students,  the  appointment,  promotion,  and  change  of 
officers,  and  all  other  orders  affecting  the  military  department,  except 
those  relating  to  routine  duty,  are  made  and  promulgated  by  the  pro- 
fessor of  military  science  and  tactics  after  being  approved  by  the  chief 
administrative  officer  of  the  institution. 

Upon  occasions  of  military  ceremony,  in  the  execution  of  drills, 
guard  duty,  and  when  students  are  receiving  any  other  practical  mili- 
tary instruction,  they  are  required  to  appear  in  the  uniform  prescribed 
by  the  institution. 

The  students  are  held  strictly  responsible  for  the  Government 
arms  and  accouterments  issued  to  them. 

PRESCRIBED  COURSE  OF  INSTRUCTION. 

The  main  object  of  the  military  instruction  given  at  civil  edu- 
cational institutions  having  Army  officers  as  professors  of  military 
science  and  tactics  is  "to  qualify  students  who  enter  the  military  de- 
partments of  such  institutions  to  be  company  officers  of  infantry  volun- 
teers, or  militia!' 

Infantry  drill  and  training  are  considered  paramount.  Instruc- 
tion in  other  branches  of  the  military  service  is  not  sanctioned  nor  is 
Government  equipment  issued  for  instruction  in  such  branches  at  any 
particular  institution,  unless  the  infantry  instruction  and  training  at  that 
institution  are  found,  upon  the  annual  inspection  by  officers  designated 
by  the  War  Deparment,  to  have  reached  a  satisfactory  plane  of 
efficiency. 

The  following  minimum  courses  of  military  instruction,  practical 
and  theoretical,  are  prescribed  in  orders  from  the  War  Department. 

At  every  institution  at  which  a  professor  of  military  science  and  tactics 
is  detailed  it  shall  be  provided  in  its  regular  schedule  of  studies  that  at  least 
three  hours  per  week,  or  an  equivalent  of  84  one-hour  periods  per  year  for 
two  years,  shall  be  assigned  for  instruction  in  the  military  department,  not 


MILITARY  EDUCATION  IN  CIVIL  INSTITUTIONS  OF  LEARNING.     69 

less  than  two-thirds  of  the  total  time  to  be  devoted  to  practical  instruction 
and  field  training,  and  the  remainder  to  theoretical  instruction. 

The  instruction  will  vary  according  to  the  nature  of  the  institution  and 
the  facilities  afforded,  but  at  all  institutions  will  include  the  following: 

Infantry  drill  regulations. — School  of  the  Soldier,  School  of  the  Squad, 
School  of  the  Company,  Intrenchments,  paragraphs  584  to  595,  Infantry  Drill 
Regulations. 

Field-service  regulations. — The  Service  of  Information.  The  Service  of 
Security. 

Small-arms  firing  regulations. — Instruction  preliminary  to  gallery  and 
range  practice.  Gallery  practice.  Range  practice,  when  a  range  can  be  pro- 
cured. 

The  instruction  will  also  include  company  administration,  camp  sanita- 
tion, and  military-map  r.eading.  Whenever  practicable  an  annual  practice 
march  and  encampment  will  be  included. 

The  additional  ground  to  be  covered  will  be  determined  by  the  instructor, 
having  in  view  the  age  of  the  students,  the  strength  of  the  organization,  and 
other  conditions. 

Throughout  the  course  of  instruction  the  reasons  for  the  successive  steps 
in  the  military  training  will  in  all  cases  be  carefully  shown  to  the  student 
before  the  initiation  of  that  particular  instruction. 

The  theoretical  course  of  study  will  be  based  strictly  upon  the  main 
object  of  the  military  instruction  and  will  consist  largely  of  talks  or  lectures, 
illustrated  wherever  and  whenever  practicable  by  lantern  slides  and  by  ob- 
jects, and  covering  the  essential  principles  and  essential  details  of  the  sub- 
jects which  a  company  officer  of  Infantry,  Volunteers,  or  militia  should 
know,  and  omitting,  as  a  rule,  all  auxiliary  subjects  and  subjects  pertaining 
to  advanced  military  studies,  such  as  campaigns,  strategy,  etc.,  except  in 
those  cases  where  the  study  of  a  campaign  may  be  made  the  basis  of  the 
theoretical  course  or  where  advanced  subjects  may  be  utilized  to  hold  and 
maintain  the  interest  of  the  students,  or  where  the  time  at  the  disposal  of 
the  military  instructor  is  such  as  will  enable  him  to  supplement  his  theo- 
retical course  proper  with  a  course  of  lectures  on  those  subjects. 

The  professor  of  military  science  and  tactics  will  endeavor  to  impart  a 
full  knowledge  of  the  benefits  of  military  training  to  the  Nation,  State,  in- 
stitution, and  student. 

To  this  end  he  will,  in  a  preliminary  talk  or  lecture  to  the  students 
entering  the  military  department,  explain  the  main  object  of  the  military 
instruction  and  make  clear  to  the  student  the  benefits  to  be  conferred  by  the 
military  training,  not  only  in  fitting  him  for  the  full  duties  of  citizenship, 
but  also  in  giving  him  the  normal  physical  development  necessary  to  his 
continued  well-being  throughout  life. 

In  order  that  the  graduates  of  the  military  department  of  the  civil  educa- 
tional institutions  having  an  officer  detailed  from  the  Army  on  duty  may 
have  knowledge  of  the  aims,  purpose,  and  necessity  for  the  Army,  and  the 
necessity  for  a  proper  military  organization,  including  thereunder  not  only 
the  troops  with  the  colors,  but  necessary  reserves,  the  officer  acting  as  pro- 
fessor of  military  science  and  tactics  will  give  a  course  of  lectures  fully  cov- 
ering these  subjects.  These  lectures  will  embody,  also,  a  brief  resume  of  the 
main  features  of  the  military  history  of  the  United  States,  our  present  mili- 
tary system,  and  a  thorough  and  careful  exposition  of  the  approved  military 
policy.  It  is  of  the  utmost  importance  that  graduates  of  these  institutions, 
who  are  presumably  men  of  education  and  intelligence,  shall  take  away  with 
them  sound  and  correct  ideas  on  these  most-important  subjects.  Too  much 
time  has  generally  been  given  to  instructing  students  as  though  they  were 
recruits,  rather  than  in  an  effort  to  impart,  in  addition  to  this  instruction, 
those  ideas  which  are  of  vital  importance  in  the  establishment  of  a  sound 
military  policy. 

WAR  DEPARTMENT  INSPECTIONS. 

The  military  departments  of  educational  institutions  at  which 
officers  of  the  Army  are  detailed  as  professors  of  military  science  and 
tactics  are  subject  to  inspection  under  the  authority  of  the  President 


70  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

of  the  United  States.  Stated  inspections  begin  about  April  1  and  are 
completed  by  June  1  in  each  year.  These  inspections  are  made  by  a 
board  of  four  officers  of  the  General  Staff  of  the  Army,  the  individual 
members  of  which  pursue  itineraries  to  be  prescribed  each  year. 

The  board  convenes  in  Washington,  D.  C,  sufficiently  in  advance 
to  enable  the  members  to  make  such  arrangements  as  secures  the  great- 
est possible  uniformity  in  methods  and  standards. 

The  inspecting  officer  upon  his  arrival  at  any  institution  calls 
upon  the  chief  administrative  officer  present  in  order  to  obtain  from 
him  the  necessary  facilities  for  the  performance  of  his  duties. 

The  board  of  inspectors  reconvenes  in  Washington,  D.  C.,  not 
later  than  June  10  in  each  year,  and  after  comparing  individual  reports 
of  their  inspections  recommends  the  classification  of  institutions  and 
those  to  be  designated  as  "Distinguished  Colleges"  and  "Honor 
Schools,"  and  makes  such  further  recommendations  as  may  be  deemed 
necessary  to  insure  a  proper  compliance  with  the  provisions  of  the 
orders  of  the  War  Department,  and  to  improve  the  methods  and 
character  of  the  military  instruction  at  the  institutions  inspected.  The 
board  also  makes  special  mention  of  such  institutions  as  may  have 
shown  during  the  year  gratifying  improvements  in  their  military  de- 
partments. 

These  recommendations  and  the  individual-inspection  reports  are 
transmitted  to  the  Chief  of  Staff  not  later  than  June  20  in  each  year. 

A  copy  of  the  report  of  the  inspection  is  furnished  the  president 
of  the  institution  by  the  War  Department. 

DISTINGUISHED  COLLEGES  AND  HONOR  SCHOOLS. 

For  each  year  that  an  institution  is  designated  as  "Distinguished 
college,"  or  "Honor  school"  one  member  of  its  graduating  class,  to  be 
selected  by  the  president  and  the  professor  of  military  science  and 
tactics,  acting  jointly,  is  upon  graduation,  rated  as  honor  graduate.  By 
the  term  "honor  graduate"  is  understood  a  graduate  whose  attainments 
in  scholarship  have  been  so  marked  as  to  receive  the  approbation  of 
the  president  of  the  school  or  college,  and  whose  proficiency  in  mili- 
tary training  and  knowledge  and  intelligent  attention  to  duty  have 
merited  the  approbation  of  the  professor  of  military  science  and  tac- 
tics. The  honor  graduate  must  be  a  citizen  of  the  United  States,  un- 
married, of  exemplary  habits,  and  of  good  moral  character.  The 
honor  graduate  of  a  "Distinguished  college"  must,  in  addition,  be  not 
less  than  21  nor  more  than  27  years  of  age. 


MILITARY  EDUCATION  IN  CIVIL  INSTITUTIONS  OF  LEARNING.     71 

The  name  of  the  honor  graduate  should  be  reported  to  the  War 
Department  as  soon  as  practicable  after  graduation. 

Honor  graduates  of  "Honor  Schools"  (under  the  present  classi- 
fication), and  graduates  who  have  been  reported  in  the  past  as  honor 
graduates  of  institutions  formerly  designated  as  "Distinguished  insti- 
tutions," who  become  candidates  for  commissions  in  the  Army  and 
make  a  general  average  of  85  per  cent  or  more  on  the  competitive 
mental  examination  and  fulfill  the  other  requirements  for  commissions 
in  the  Army,  are  appointed  in  advance  of  other  candidates  from  civil 
life. 

In  the  regulations  governing  the  examination  and  appointment  of 
candidates  from  civil  life  for  commissions  as  second  lieutenant  in  the 
Army  those  heretofore  reported  as  honor  graduates  of  institutions 
formerly  classed  as  "Distinguished  institutions"  are  exempted  from 
examination  in  certain  subjects,  as  are  also  graduates  of  institutions 
rated  as  Class  M  C  or  Class  C  and  graduates  of  recognized  colleges 
or  universities. 

The  President  of  the  United  States  has  authorized  the  announce- 
ment that  an  appointment  as  second  lieutenant  in  the  Regular  Army 
will  be  forwarded  annually  to  an  honor  graduate  of  each  of  the  insti- 
tutions designated  as  "Distinguished  colleges,"  provided  sufficient 
vacancies  exist  after  the  appointment  of  graduates  of  the  Military 
Academy  at  West  Point,  the  successful  competitors  in  the  annual  ex- 
amination of  enlisted  men,  and  those  candidates  for  commissions  who 
comply  with  the  conditions  mentioned  in  the  preceding  paragraph. 
The  honor  graduate  of  the  "Distinguished  college"  must  be  a  member 
of  the  graduating  class  of  that  institution  in  the  year  in  which  his 
appointment  in  the  Army  is  made.  He  is  not  required  to  take  any 
mental  examination,  but  may  take  the  prescribed  mental  examination 
in  order  to  compete  for  precedence  in  appointment  with  honor  gradu- 
ates of  "Distinguished  institutions"  and  "Honor  schools." 

Under  the  provisions  of  the  regulations,  universities,  colleges  and 
academies  whose  military  departments  have  shown  unusual  merit,  are 
published  in  orders  annually  by  the  War  Department.  As  a  result  of 
the  inspection  in  the  year  1913  the  following  bulletin  was  issued  from 
headquarters  of  the  Army  at  Washington  in  June  of  that  year : 

BULLETIN)  WAR  DEPARTMENT, 

No.  20.    j  WASHINGTON,  June  12,  1913. 

Upon  the  report  of  the  Chief  of  Staff,  based  upon  the  report  of  the  board  of 
officers  appointed  for  the  purpose  of  making  the  annual  inspection  of  the  mili- 
tary departments  of  educational  institutions  at  which  officers  of  the  Army  are 
detailed  as  professors  of  military  science  and  tactics,  the  following-named 
institutions,  arranged  alphabetically,  are  announced  as  the  ten  whose  stu- 


72  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

dents  have  exhibited  the  greatest  application  and  proficiency  in  military 
training  and  knowledge,  as  contemplated  by  paragraphs  6,  32,  and  33,  General 
Orders,  No.  231,  1909,  and  paragraphs  10,  General  Orders,  Nos.  53  and  65, 
1911,  War  Department: 

Agricultural  and  Mechanical  College  of  Texas,  College  Station,  Tex. 

Culver  Military  Academy,  Culver,  Ind. 

New  Mexico  Military  Institute,  Roswell,  N.  Mex. 

Norwich  University,  Northfield,  Vt. 

Pennsylvania  Military  College,  Chester,  Pa. 

St.  John's  Military  Academy,  Delafield,  Wis. 

St.  John's  School,  Manlius,  N.  Y. 

Shattuck  School,  Faribault,  Minn. 

The  Citadel,  Charleston,  S.  C. 

Virginia  Military  Institute,  Lexington,  Va. 

The  following-named  institutions  are  announced  as  having  been  especi- 
ally commended  for  the  work  of  their  military  departments  during  the  past 
year: 

UNIVERSITIES  AND  COLLEGES. 

University  of  California,  Berkeley,  Cal. 
Cornell  University,  Ithaca,  N.  Y. 
University  of  Illinois,  Urbana,  111. 
Ohio  State  University,  Columbus,  Ohio. 
Oregon  Agricultural  College,  Corvallis,  Ore. 
St.  John's  College,  Annapolis,  Md. 

MILITARY    SCHOOLS. 

College  of  St.  Thomas,  St.  Paul,  Minn. 
Georgia  Military  Academy,  College  Park,  Ga. 
Kemper  Military  School,  Boonville,  Mo. 
Kentucy  Military  Institute,  Lyndon,  Ky. 
Tennessee  Military  Institute,  Sweetwater,  Tenn. 
Wentworth  Military  Academy,   Lexington,  Mo. 
Western  Military  Academy,  Alton,  111. 
By  order  of  the  Secretary  of  War: 

LEONARD  WOOD, 

OFFICIAL:  Major  General,  Chief  of  Staff. 

H.  O.  S.  HEISTAND, 

Adjutant  General. 

AFFILIATION  OF  STUDENTS  WITH  THE  ORGANIZED 

MILITIA  AND  VOLUNTEERS. 

Upon  the  graduation  of  every  class,  the  professor  of  military 
science  and  tactics,  after  consultation  with  the  president  of  the  college 
or  school,  decides  upon  and  reports  to  The  Adjutant  General  of  the 
Army  the  names  of  such  students  belonging  to  the  class  as  have  shown 
special  aptitude  for  military  service,  and  furnishes  a  copy  of  his  report 
to  the  adjutants  general  of  the  States  of  which  such  graduates  are  resi- 
dent. This  report  contains  the  following  data : 

1 .  Name. 

2.  Home  address. 
Business  address. 

3.  Institution. 

4.  Year  of  graduation. 

5.  Age  at  graduation. 

6.  Number  of  years  under  military  instruction. 


MILITARY  EDUCATION  IN  CIVIL  INSTITUTIONS  OF  LEARNING.     73 

7.  Highest  rank  held. 

8.  Branch  of  service  best  fitted  for. 

9.  Rank  for  which  recommended. 

10.  Whether  willing  to  serve  as  reserve  officer ;  and  if  so,  in 

Volunteers  or  Regulars. 

11.  Remarks. 

It  is  desired  by  the  War  Department  to  bring  the  cadet  organiza- 
tions and  the  Organized  Militia  of  the  States  into  closer  relations,  and 
to  the  attainment  of  this  end  professors  of  military  science  and  tactics 
are  directed  to  interest  the  cadets  in  the  National  Guard  and  encourage 
them  to  join  it  upon  graduation.  To  further  increase  the  mutual  in- 
terest of  the  cadets  and  the  militia,  prominent  military  officials  of  the 
State,  with  the  approval  of  the  college  authorities,  are  invited  to  inspect 
the  work  done  in  the  military  department,  to  review  the  cadet  organiza- 
tion on  suitable  occasions,  and  are  made  acquainted  with  the  qualifica- 
tions of  particular  cadet  officers  who  reside  in  the  State  in  which  the 
college  is  situated. 

Where  the  necessary  legal  authority  exists  or  can  be  obtained,  and 
where  such  action  meets  with  the  approval  of  the  State  and  college 
authorities  and  other  conditions  are  favorable,  National  Guard  organ- 
izations consisting  entirely  of  cadets  are  formed. 

It  has  been  the  policy  of  the  War  Department  for  sometime  to 
endeavor  to  secure  to  the  organized  militia  of  the  States  the  benefits 
of  the  military  training  received  by  young  college  men,  under  the 
direction  of  an  officer  of  the  Army.  The  following  extract  from  a 
letter  sent  out  from  the  Adjutant  General's  office  to  professors  of  mili- 
tary science  and  tactics  at  institutions  of  learning  in  1911,  states  very 
clearly  the  attitude  of  the  military  authorities  at  that  time: 

"  *  *  *  the  Secretary  of  War  desires  that  further  study  and 
consideration  be  given  to  the  question  of  the  means  by  which  graduates 
of  the  institutions  of  learning  who  have  military  training  may  be  in- 
duced to  become  members  of  the  National  Guard. 

"To  this  end  the  Secretary  directs  that  during  the  coming  year  you 
[the  officer  on  duty  at  the  institution  of  learning]  give  as  much  time 
and  attention  as  possible  to  the  study  of  this  question,  and  that  at  the 
next  annual  inspection  you  submit  to  the  inspector  in  writing  your 
views  as  to  the  most  practicable  means  by  which  the  National  Guard 
may  secure  the  greatest  benefit  from  the  graduates  of  the  military 
colleges  and  schools  throughout  the  country  who  are  now  engaging 
solely  in  civil  pursuits." 


74  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

In  the  orders  from  the  War  Department  which  prescribe  the  rules, 
regulations  and  instructions  governing  the  running  of  the  military 
departments  of  civil  institutions,  the  Army  officers  on  duty  at  these 
schools  are  enjoined  to  encourage  all  graduates  to  take  the  examination 
for  commissions  in  any  volunteer  force  which  may  be  hereafter  called 
for  and  organized  under  authority  of  Congress,  under  the  provisions  of 
Section  23  of  the  Act  Approved  January  21,  1903.  Graduates  whose 
names  have  been  reported  to  the  Adjutant  General  of  the  Army  under 
provisions  previously  stated,  are  excused,  if  they  so  desire,  from  ex- 
aminations in  those  subjects  which  are  actually  covered  by  the  course 
of  instruction,  regular  or  special,  and  in  which  they  are  declared  pro- 
ficient by  the  professor  of  military  science  and  tactics,  with  the  con- 
currence of  the  college  inspection  board  convened  annually  by  the  War 
Department.  Their  marks  in  these  subjects  are  rated  at  75  percent  of 
the  maximum. 

ISSUE  OF  ARMS,  ETC. 

The  following  regulations  are  prescribed  for  the  issue  of  ordnance 
and  ordnance  stores,  required  for  military  instruction  and  practice  at 
colleges,  universities,  etc.,  under  section  1225,  Revised  Statutes,  and 
the  amendments  thereof: 

As  the  appropriations  for  the  supply  of  ordnance  and  ordnance  stores  to 
the  Army  are  very  limited,  and  as  the  language  of  the  law  restricts  the  issue 
that  can  be  made  to  colleges  to  such  as  "can  be  spared  for  that  purpose," 
issues  of  ordnance  and  ordnance  stores  to  colleges  are  limited  to  such  stores 
as  are  enumerated  in  the  following  paragraphs,  for  the  purpose  of  military 
instruction,  to  each  selected  institution  having  an  officer  of  the  Army  sta- 
tioned thereat. 

The  small  arms  issued  to  any  institution  of  learning  will  hereafter  be 
either  the  United  States  rifle,  caliber  .30,  model  1903,  the  United  States  maga- 
zine rifle,  caliber  .30,  model  1898,  or  the  United  States  magazine  carbine, 
caliber  .30,  model  1899,  but  in  no  case  will  the  number  of  arms  issued  be  in 
excess  of  the  number  of  male  students  in  regular  attendance  and  actually 
receiving  military  instruction,  except  as  provided  for  elsewhere  in  this  para- 
graph. 

The  issue  of  United  States  rifles,  caliber  .30,  model  1903,  will  be  made  to 
all  institutions  which  have  been  reported  as  a  result  of  the  annual  inspec- 
tion for  three  consecutive  years  as  either  "Distinguished  colleges"  or  "Honor 
schools."  In  the  case  of  institutions  other  than  those  reported  as  "distin- 
guished" an  issue  of  one  United  States  rifle,  caliber  .30,  model  1903,  may  be 
made  for  every  15  students  annually  participating  in  range  practice,  in  addi- 
tion to  the  United  States  magazine  rifles,  caliber  .30,  model  1898,  with  which 
they  are  now  armed.  For  every  15  students  participating  in  gallery  practice, 
one  gallery-practice  rifle,  caliber  .22,  may  be  issued. 

The  issue  of  the  magazine  carbine  will  be  limited  to  institutions  having 
mounted  cadets  and  to  institutions  having  cadet  students,  who  on  account 
of  their  youth,  need  the  arm  of  lighter  weight  for  instruction  and  drill.  For 
this  latter  purpose  the  magazine  carbine  may,  upon  the  request  of  any 
selected  institution,  be  altered  for  the  attachment  of  the  knife  bayonet  and 
gun  sling,  the  actual  cost  of  alteration  to  be  paid  by  the  institution. 

The  equipments  to  be  used  with  the  United  States  magazine  rifle,  model 
of  1898,  and  United  States  rifle,  model  of  1903,  will  consist  of  a  bayonet,  scab- 


MILITARY  EDUCATION  IN  CIVIL  INSTITUTIONS  OF  LEARNING.     75 

bard,  gun  sling,  McKeever  cartridge  box  with  leather  waist  belt,  complete, 
waist-belt  adapter  (for  use  with  bayonet  scabbard),  or,  in  place  of  the  cart- 
ridge box  with  waist  belt,  a  woven  cartridge  belt  provided  with  pockets  and 
suspenders,  such  as  is  worn  by  regular  troops  in  field  service.  With  the 
United  States  magazine  carbine  the  bayonet  scabbard  and  gun  sling  will  not 
be  needed,  unless  the  carbine  has  been  altered  under  the  provisions  named 
above.  Canteens,  tin  cups,  haversacks,  knives,  forks,  spoons,  and  meat  cans 
will  be  supplied  if  so  desired.  Two  sets  of  the  authorized  fencing  equipment 
(infantry)  will  also  be  supplied. 

The  cavalry  saber  and  scabbard  of  old  design  and  the  non-commissioned 
officer's  sword  and  scabbard  may  be  issued  for  the  use  of  the  officers  and 
non-commissioned  officers  of  corps  of  cadets.  With  the  saber  there  will  be 
supplied  the  necessary  attachment  for  the  leather  belt,  and  with  the  non- 
commissioned officer's  sword  the  sliding  frog,  to  enable  this  sword  to  be 
worn  on  the  ordinary  waist  belt.  Four  sets  of  the  authorized  fencing  equip- 
ment (cavalry)  will  be  supplied  to  those  institutions  having  mounted  de- 
tachments. 

A  limited  number  of  cavalry  sabers  and  scabbards  with  the  necessary 
belts  and  horse  equipments  will  be  issued  for  instruction  and  drill  of  mounted 
cadets,  when  satisfactory  evidence  of  their  necessity  for  the  purpose  is  pre- 
sented. The  horse  equipments  to  be  supplied  are  saddles,  saddlebags,  bridles, 
carbine  scabbards,  links,  stirrups,  hooded,  with  guidon  socket,  and  spurs  and 
straps,  all  equipments  to  be  of  black  leather. 

When  in  the  opinion  of  the  Chief  of  Ordnance  the  supply  on  hand  will 
permit,  breech-loading  field  guns,  as  hereinafter  indicated,  with  their  car- 
riages, limbers,  equipment,  and  implements,  will  be  issued  to  military  schools 
or  colleges  where  infantry  drill  and  instruction  has  reached  a  satisfactory 
degree  of  proficiency: 

2  3.2  inch  steel  guns. 

2  breech  sights. 

2  breech-sight  pouches. 

2  front  sights. 

2  front-sight  covers. 

2  3.2  inch  carriages  and  limbers. 

2  sponges  and  rammers,  bore. 

4  rammers  and  sponges,  combined. 

2  sponge  covers,  bore. 

4  sponge  covers,  chamber. 

2  combination  screw-drivers. 

2  gunners'  gimlets. 

2  gunners'  reamers. 

2  priming  wires. 

2  vent  punches. 

2  vent  covers. 

2  primer  pouches. 

4  lanyards,  new  pattern. 

1  wheel  grease  can. 

1  wheel  grease  can  knife  or  spatula. 

2  combined  tompions  and  muzzle  covers. 
2  breech  covers. 

1  sperm  oiler. 

2  pole  props  (for  end  of  pole). 
2  paulins,  12  by  12. 

4  gunners'  haversacks. 

2  maneuvering  handspikes. 

1  water  bucket,  galvanized  iron. 

2  prolonges. 

Issues  of  the  stores  above  specified  will  be  made  by  the  Chief  of  Ord- 
nance to  any  selected  institution  upon  its  filing  a  bond  in  the  penal  sum  of 
double  the  value  of  the  property,  conditioned  that  it  will  fully  insure  against 
loss  by  fire,  take  good  care  of,  and  safely  keep  and  account  for  the  same,  and 
will,  when  required  by  the  Secretary  of  War,  duly  return  the  same,  within 
30  days,  in  good  order  to  the  Chief  of  Ordnance,  United  States  Army,  or  such 
other  officer  or  person  as  the  Secretary  of  War  may  designate  to  receive  them. 

For  practice  firing  there  will  be  allowed  annually  to  each  selected  insti- 


76  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

tution  having  3.2  inch  field  guns  100  blank  cartridges  and  300  friction  pri- 
mers. Projectiles  will  not  in  any  case  be  issued  for  field  guns. 

The  following  allowances  of  rifle  ball  cartridges,  blank  cartridges,  .22 
caliber  ball  cartridges  for  gallery  practice,  and  targets  and  target  supplies 
are  authorized,  subject  to  the  following  rules,  for  educational  institutions  at 
which  officers  of  the  Army  are  detailed  as  professors  of  military  science  and 
tactics  and  for  land-grant  colleges  having  arms  supplied  by  the  Ordnance  De- 
partment, and  will  not  exceed  $30,000  in  the  aggregate  for  the  one  hundred 
such  institutions: 

The  following  maximum  allowances  for  each  student  are  prescribed  for 
institutions  at  which  practice  is  held  as  indicated: 

(1)  Forty  rounds  of  rifle  ball  cartridges  for  each  range,  but  not  to 
exceed  120  rounds. 

(2)  Sixty  rounds  of  .22  caliber  rifle  ball  cartridges  where  gallery  prac- 
tice is  held  in  addition  to  range  practice. 

(3)  One  hundred  and  twenty  rounds  of  .22  caliber  ball  cartridges  where 
gallery  practice  is  held  and  no  rifle  ball  cartridges  are  to  be  supplied  during 
the  fiscal  year. 

(4)  Ten  rounds  of  rifle  blank  cartridges. 

(5)  For  any  institution,  such  targets  and  target  supplies  as  may  be 
desired,  but  such  issue  will  be  made  only  in  lieu  of  a  corresponding  mone- 
tary reduction  of  the  ammunition  allowance  as  determined  for  that  institu- 
tion. 

The  issue  of  one  kind  of  ammunition  in  lieu  of  another  kind  is  not 
authorized. 

No  credit  will  be  given  for  fired  shells,  empty  ammunition  boxes,  etc. 

Any  additional  ammunition  needed  must  be  procured  by  colleges  at  their 
own  expense  from  private  manufacturers. 

The  allowances  of  ammunition,  and  the  targets,  target  supplies  and 
dummy  cartridges,  which  can  be  drawn  in  lieu  of  rifle  ball  or  gallery  practice 
ammunition,  will  be  issued  on  requisitions  certified  to  by  the  professor  of 
military  science  and  tactics,  or  in  his  absence  by  the  president  of  the  insti- 
tution, who  will  specify  the  actual  facilities  for  gallery  and  range  practice, 
the  time  allotted  by  the  institution,  and  the  number  of  students  enrolled  in 
the  military  department  to  whom  opportunity  is  afforded  by  the  authorities 
of  the  institution  to  participate  in  gallery  or  range  practice,  or  both. 

Annual  allowances  date  in  all  cases  from  July  1  of  each  year.  Requisi- 
tions should  be  forwarded  before  or  as  soon  after  that  date  as  practicable 
for  the  current  year's  supply.  Undrawn  allowances  of  one  year  can  not  be 
drawn  in  the  succeeding  year. 

All  ordnance  and  ordnance  stores  issued  to  colleges  must  be  kept  insured 
against  loss  by  fire  for  the  benefit  of  the  United  States  by  the  college  authori- 
ties for  their  full  invoice  value,  as  shown  in  the  bond,  and  the  Chief  of  Ord- 
nance promptly  informed  when  and  where  the  insurance  is  placed,  and  date 
of  expiration. 

The  transportation  of  ordnance  and  ordnance  stores  from  the  Govern- 
ment arsenals  to  institutions  of  learning  and  from  institutions  of  learning 
back  to  Government  arsenals  is  always  without  expense  to  the  United  States. 

The  colleges  to  which  issuance  of  ordnance  and  ordnance  stores  are 
made,  under  bonds  given  as  required  by  law,  will  be  required  to  keep  said 
property  in  like  good  and  serviceable  condition  as  when  issued  by  the  Gov- 
ernment, and  for  this  purpose  the  spare  parts,  implements,  appendages,  and 
cleaning  materials  necessary  will  be  sold  to  them  at  cost  prices. 

The  sales  authorized  above  of  spare  parts  and  appendages  for  small  arms 
will  be  made  by  the  commanding  officer  of  the  Rock  Island  Arsenal,  Rock 
Island,  111.,  or  of  the  Springfield  Armory,  Springfield,  Mass,  and  in  case  of 
other  stores  by  the  commanding  officer  of  the  Rock  Island  Arsenal,  Rock 
Island,  111.  Application  will  be  made  to  these  officers  by  the  president  of 
the  educational  institution  desiring  the  articles  for  the  maintenance  of  the 
ordnance  stores  issued  to  them  and  should  state  that  they  are  for  this  pur- 
pose. These  sales  are  to  be  made  under  the  provisions  of  the  act  of  Con- 
gress approved  May  11,  1908. 

When  ordnance  and  ordnance  stores  are  returned  to  the  Ordnance  De- 
partment by  any  institution  of  learning,  they  will  be  carefully  examined 
when  received  at  the  arsenal,  and  if  they  are  found  imperfect  or  unservice- 
able by  reason  of  carelessness  or  causes  other  than  legitimate  use  in  service, 
the  damage  will  have  to  be  made  good  to  the  United  States. 


MILITARY  EDUCATION  IN  CIVIL  INSTITUTIONS  OF  LEARNING.     77 

The  cost  of  all  missing  property  must  be  made  good  to  the  United  States. 

Ordnance  stores  which  become  unfit  for  use  from  any  cause  will,  upon 
application  of  the  president  of  the  institution  and  the  approval  of  the  Chief 
of  Ordnance,  be  sent  to  an  arsenal  without  expense  to  the  United  States; 
provided,  however,  that  in  case  of  stores  having  become  unfit  for  use  through 
ordinary  wear  and  tear  in  service,  and  not  being  worth  shipment  to  an 
arsenal,  the  president  of  the  institution  may  submit  them  to  the  inspector 
at  any  annual  inspection,  who,  if  satisfied  of  their  unfitness  for  use,  and  that 
such  unfitness  resulted  from  ordinary  wear  and  tear  in  service,  shall  cause 
their  destruction  in  his  presence.  If  upon  submission  of  the  stores  to  the 
inspector  he  shall  determine  that  their  unfitness  resulted  from  causes  other 
than  ordinary  wear  and  tear,  he  will  not  proceed  with  the  inspection  nor 
direct  their  destruction,  but  action  shall  be  taken  as  first  above  provided. 
Ordnance  stores  upon  reaching  an  arsenal  will  be  inspected  by  an  officer  of 
the  Ordnance  Department,  and  if  their  condition  is  found  to  be  due  to  the 
ordinary  incidents  of  service  they  may  be  replaced  with  serviceable  stores 
of  like  character;  but  if  their  condition  is  found  to  be  due  to  carelessness  or 
other  than  legitimate  causes  the  extent  of  damage  or  value  of  missing  stores 
will  be  determined  by  the  Chief  of  Ordnance  and  must  be  paid  by  the 
institution  before  any  new  issue  of  stores  is  made.  Ordnance  stores  de- 
stroyed by  direction  of  an  inspector  may  also  be  replaced  with  serviceable 
stores  of  like  character. 

The  guns  and  carriages  must  not  be  allowed  to  remain  out  of  doors 
with  only  the  paulins  as  a  protection  from  the  weather,  but  they  must  be 
housed  in  a  suitable  building  and  habitually  kept  there  except  when  used 
for  drills  or  saluting  purposes. 

Regular  property  returns  will  be  rendered  semi-annually  to  the  Chief 
of  Ordnance  by  each  president  or  superintendent  of  an  institution  supplied 
with  arms,  etc.,  accounting  for  all  ordnance  and  ordnance  stores  issued  to 
the  institution  under  his  charge.  These  returns  will  be  made  on  the  blank 
forms  to  be  supplied  by  the  Chief  of  Ordnance. 

Failure  on  the  part  of  any  institution  of  learning  to  comply  with  the 
foregoing  regulations,  or  any  others  that  may  be  prescribed  by  the  Chief  of 
Ordnance  for  the  care,  preservation,  or  accountability  of  any  ordnance  or 
ordnance  stores  issued  to  it  by  the  United  States,  will  be  considered  sufficient 
cause  for  the  prompt  withdrawal  by  the  Secretary  of  War  of  the  Government 
property  in  its  possession. 

Whenever  any  institution  shall  fail  to  return  the  public  property  in  its 
charge  within  30  days  after  demand  made  by  the  Secretary  of  War,  the  de- 
linquency will  be  peremptorily  referred  to  the  Attorney  General  that  the 
bond  of  the  institution  may  forthwith  be  put  in  suit. 

MILITARY  TEXT-BOOKS. 

The  following  allowance?  of  text-books  and  blank  forms  is  made 
by  the  War  Department  to  civil  institutions  of  learning  having  officers 
of  the  Army  on  duty  as  professors  of  military  science  and  tactics : 

FOB   EACH    STUDENT    COMPANY! 

NO.    Of 

copies. 

Army  Regulations   3 

Infantry  Drill  Regulations   10 

Small  Arms  Firing  Manual   6 

Field   Service  Regulations    10 

Drill  Regulations  for  Field  Artillery  (Horse  and  Light) 5 

Manual  of  Bayonet  Exercises   10 

Outlines  of  First  Aid  to  the  Injured  6 

Manual  of  Guard  Duty   10 

Manual  of  Calisthenic  Exercises   10 

Company  Morning  Report  10 

Sick    Report    10 

Enlistment   Paper    10 

Descriptive  List   10 

Field    Return    .10 


78  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

No.  of 
copies. 

Return  of  Troop,  Company,  and  Battery   10 

Muster  Roll   3 

Ration  Return  Book 1 

FOB   EACH   BATTALION. 

Morning  Report,  Field,  Staff,  and  Band 10 

Guard  Report    10 

Correspondence    Book    - 

Consolidated  Morning  Report   — 

The  professors  of  military  science  and  tactics  are  held  strictly 
accountable  for  the  text-books  issued  to  institutions  at  which  they  are 
detailed  for  duty. 

The  professors  of  military  science  and  tactics  are  required  to 
forward  to  the  Adjutant  General  of  the  Army  at  Washington,  as  soon 
after  the  opening  of  the  scholastic  year  as  possible,  a  statement  in 
letter  form  as  to  the  cadet  organization,  i.  e.,  the  number  of  regiments, 
battalions,  companies,  and  bands  comprised  in  the  college  military 
organization ;  where  an  artillery  organization  is  included,  the  statement 
indicates  the  type  of  guns  used  by  the  organization,  and  the  number 
of  months  (calendar)  which  comprise  the  scholastic  year  of  the  insti- 
tution. 

Upon  being  relieved  from  duty  at  an  institution  an  officer  is 
required  to  turn  over  to  his  successor,  or  to  the  head  of  the  institution, 
all  text-books  and  blank  forms  in  his  possession. 


CHAPTER  IV. 

MILITARY   EDUCATION   IN   LAND    GRANT    COL- 
LEGES AND  UNIVERSITIES. 

"I  would  have  those  sent  out  by  our  universities  and  colleges  not  only 
the  counsellors  of  their  fellow-countrymen,  but  the  tribunes  of  the  people — 
fully  appreciating  every  condition  that  presses  upon  their  daily  life,  sympa- 
thetic in  every  untoward  situation,  quick  and  earnest  in  every  effort  to  ad- 
vance their  happiness  and  welfare,  and  prompt  and  sturdy  in  the  defense  of 
their  rights." — Grover  Cleveland. 

At  the  outset  of  this  chapter  it  should  be  stated  that  the  treatment 
of  the  subject  must  necessarily  differ  from  that  given  the  Military 
Academy  at  West  Point,  the  Army  Service  Schools,  or  other  institu- 
tions directly  under  the  supervision  of  the  War  Department,  where 
the  organization,  the  curriculum,  and  practically  all  the  details  are 
arranged  and  promulgated  in  orders  from  Army  headquarters. 

A  "land  grant  college"  is  a  "civil  institution  of  learning,"  and 
in  so  far  as  the  War  Department  exercises  authority,  the  manner  of 
conducting  its  military  department,  the  designating  of  an  officer  as 
professor  of  military  science  and  tactics,  and  other  details  are  covered 
with  considerable  definiteness  in  the  previous  chapter  on  "Civil  Insti- 
tutions of  Learning." 

It  should  be  borne  in  mind  that  there  are  fifty-two  of  these  land 
grant  colleges  having  military  departments  and  that  the  methods  in 
which  they  are  conducted  differ  widely.  An  attempt  is  made  to  give 
elsewhere  in  this  chapter  a  brief  description  of  this  department  of  each 
of  the  schools. 

As  there  has  been,  and  is  now,  a  wide  divergence  of  opinion  as 
to  how  much  of  the  military  should  be  injected  into  the  curriculum 
of  the  various  institutions,  the  writer  asks  the  indulgence  of  the  reader 
in  offering  the  opinions  of  several  prominent  persons  who  have  been 
identified  closely  with  the  enactment  of  the  laws  in  which  the  instruc- 
tion in  military  science  is  made  mandatory  and  in  putting  into  practice 
the  provisions  of  law  relating  to  this  subject. 

Let  it  be  understood  that  the  only  civil  institutions  of  learning  in 
the  United  States  in  which  instruction  in  military  science  and  tactics  is 
mandatory  under  the  Federal  law  are  the  land  grant  colleges.  These 
institutions  derive  their  name  of  "land  grant"  from  what  is  generally 
known  as  the  "Morrill  Act,"  a  bill  introduced  in  Congress  and  fathered 


80  MILITARY  EDUCATION   IN   THE  UNITED  STATES. 

by  Hon.  Justin  S.  Morrill,  member  of  the  National  House  of  Repre- 
sentatives from  the  State  of  Vermont  (afterwards  senator  from  the 
same  State)  which  became  a  law  on  the  2nd  day  of  July,  1862.  It 
contains  but  a  single  reference  to  military  instruction  in  the  future- 
great  universities  founded  and  fostered  by  its  beneficent  provisions, 
and  that  occurs  in  section  4,  as  follows : 

****  "without  excluding  other  scientific  and  classical  studies,  and  in- 
cluding military  tactics" 

This  single  reference  to  military  instruction  forms  the  basis  of 
military  education  in  more  than  half  a  hundred  of  our  largest  and  best 
state  institutions. 

Other  Acts  of  Congress  supplementary  and  amendatory  to  this 
act  have  been  passed  from  time  to  time,  viz. :  The  Act  of  1883 ;  the 
Morrill  Act  of  1890,  and  the  Nelson  Act  of  1907.  All  these  acts  are 
given  in  full  in  Appendix  VII. 

A  bill  somewhat  similar  to  the  Act  of  1862,  which  had  for  its 
object  the  aiding  of  institutions  of  learning,  and  the  propagation  of 
knowledge  of  agriculture  and  the  mechanic  arts,  passed  both  houses 
of  congress  in  1858,  but  was  vetoed  by  President  Buchanan  and  failed 
to  become  a  law.  This  bill  contained  no  provision  requiring  military 
instruction  at  the  institutions  that  would  have  become  beneficiaries  of 
its  provisions. 

It  is  a  matter  of  significance  and  interest  to  note  that  the  bill 
which  finally  became  a  law  received  the  approval  of  President  Lincoln 
on  July  2nd,  1862,  the  day  following  the  last  of  the  seven  days  of 
McClellan's  Peninsula  campaign. 

The  interpretation  of  any  document  is  best  obtained  when  the 
intentions  of  its  author  are  ascertained.  Some  extracts  from  the 
speech  of  Representative  Morrill  on  the  floor  of  the  house  advocating 
his  measure  will  prove  enlightening.  In  the  course  of  this  speech  he 
placed  considerable  emphasis  on  the  military  feature  of  the  education 
provided  for.  Let  us  use  his  own  words : 

"If  this  measure  had  been  instituted  a  quarter  of  a  century  ago,  the 
absence  of  all  military  schooling  at  the  outset  of  the  present  rebellion  would 
have  been  less  deplorable  in  the  Northern  States.  The  young  men  might 
have  had  more  of  fitness  for  their  sphere  of  duties,  whether  on  the  farm,  in 
the  workshop,  or  on  the  battlefield." 

***** 

"Something  of  military  instruction  has  been  incorporated  in  the  bill  in 
consequence  of  the  new  conviction  of  its  necessity  forced  upon  the  attention 
of  the  loyal  States  by  the  history  of  the  past  year.  A  total  unpreparedness 
presents  too  many  temptations,  even  to  a  foe  otherwise  weak.  The  national 
school  at  West  Point  may  suffice  for  the  Regular  Army  in  ordinary  years  of 
peace,  but  it  is  wholly  inadequate  when  a  large  army  is  to  be  suddenly  put 
into  service.  If  we  ever  expect  to  reduce  the  Army  to  its  old  dimensions 
and  again  rely  on  the  volunteer  system  for  defense,  each  State  must  have  the 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.     81 

means  within  itself  to  organize  and  officer  its  own  force.  With  such  a  sys- 
tem as  that  here  offered — nurseries  in  every  State — a  sufficient  force  would 
at  all  times  be  ready  to  support  the  cause  of  the  nation  and  secure  that 
wholesome  respect  which  belongs  to  a  people  whose  power  is  always  equal 
to  its  pretensions.  In  a  free  government  we  have  proved,  notwithstanding 
some  'in  time  of  temptation  fall  away,'  that  patriotism  is  spontaneous,  but 
doubtless  many  valuable  lives  would  have  been  saved  in  the  progress  of  this 
plague-spotted  rebellion  had  we  not  so  long  assumed  that  military  discipline 
was  also  spontaneous.  If  ever  again  our  legions  are  summoned  to  the  field, 
let  us  show  that  we  are  not  wholly  unprepared.  These  colleges  founded  in 
every  State  will  ***  to  some  extent  guard  against  the  sheer  ignorance  of  all 
military  art  which  shrouded  the  country,  and  especially  the  North,  at  the 
time  when  the  tocsin  of  war  sounded  at  Fort  Sumter." 

It  must  be  borne  in  mind  that  the  bill  passed  and  became  a  law 
during  the  early  part  of  a  great  conflict  which  found  the  nation  un- 
prepared to  meet  either  internal  or  external  enemies.  This  condition 
partially  awakened  public  sentiment  to  a  sense  of  danger — a  danger 
not  only  of  the  past  but  of  the  present.  Our  lessons  military,  however, 
are  early  forgotten  and  we  soon  drift  back  into  a  sword-into-plough- 
share  policy. 

The  late  President  M.  H.  Buckham  of  the  University  of  Vermont 
has  given  clearly  the  civilian  point  of  view  of  this  national  danger  of 
untrained  officers.  It  is  some  satisfaction  to  those  who  fully  realize 
our  military  unpreparedness,  to  have  an  eminent  scholar  and  a  man  of 
peace,  give  expression  to  such  sentiments  as  are  contained  in  the 
following : 

"A  danger  which  could  not  be  met  by  an  extemporized  army,  or  a  levy 
en  masse,  but  only  by  a  provision  which  should  be  of  the  nature  of  an  insti- 
tution, not  subject  to  temporary  change  of  feeling,  but  liable  to  failure  from 
neglect  or  forgetfulness.  To  statesmen  looking  beyond  existing  tumults  the 
Republic  meant  peace,  but  they  were  then  for  the  first  time  learning  that 
peace  exists  only  in  those  nations  that  know  how  to  maintain  peace.  To 
keep  up  a  large  standing  army  was  contrary  to  the  genius  of  American  lib- 
erty and  to  all  national  traditions.  But  here  was  an  opportunity  to  do  some- 
thing toward  meeting  this  ever-present  danger  of  'unpreparedness'  by  dis- 
tributing throughout  peace-loving  and  industrial  communities  in  every  State 
a  certain  amount  of  'military  schooling,'  as  Mr.  Morrill  calls  it,  and  the  re- 
sult of  such  schooling  in  a  goodly  number  of  men,  highly  trained  in  other 
respects,  with  a  modicum,  more  or  less,  as  the  plan  should  work  out,  of  mili- 
tary training  superadded." 

Again  quoting  from  President  Buckham,  from  a  paper  prepared 
by  him  to  be  read  before  the  eighteenth  annual  convention  of  the 
Association  of  American  Agricultural  Colleges  and  Experiment  Sta- 
tions, but  in  the  absence  of  the  author  read  by  Mr.  G.  E.  Fellows  of 
Maine : 

"Passing  now  from  consideration  of  the  motives  and  utterances  of  the 
founder  of  the  colleges  to  the  language  of  the  organic  act,  we  find  that  the 
intent  and  purpose  of  the  act  as  regards  military  instruction  gets  rather  scant 
expression.  It  is  all  embraced  in  three  words — 'including  military  tactics'— 
'one  college  where  the  leading  object  shall  be,  without  excluding  other  scien- 
tific and  classical  studies,  and  including  military  tactics,  to  teach,  etc.'  That 
constitutes  the  entire  mandate  on  the  subject.  It  is  evident  that  the  intent 
of  the  act  was  not  to  establish  military  institutions — that  is,  institutions  in 
6 


82  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

which  the  leading  object  is  to  teach  the  military  art.  Classical  and  other 
scientific  studies  are  not  to  be  excluded,  and  military  tactics  are  to  be  in- 
cluded, but  the  leading  object  is  to  teach  branches  of  learning  related  to 
agriculture  and  the  mechanic  arts.  Evidently  these  were  not  to  be  military 
academies  after  the  manner  of  West  Point  in  all  the  States,  nor  feeble  imita- 
tions of  West  Point." 

Commenting  on  the  attitude  of  some  institutions  and  some  Army 
officers  detailed  as  military  instructors,  President  Buckham  continues: 

"If  some  institutions  or  some  army  officers  detailed  as  military  instruct- 
ors in  the  colleges  have  desired  to  make  the  military  the  leading  feature, 
to  insist  on  army  ideas  and  methods  in  the  government  of  the  institutions, 
and  to  subordinate  practically  the  other  elements  to  the  military,  this  has 
been  without  warrant  from  the  ordaining  act.  If  this  had  been  the  intent 
and  purpose  of  the  founder  and  of  the  act  of  Congress,  they  would  have  de- 
clared military  training  to  be  the  leading  object,  whereas  it  is  not  included 
among  the  leading  objects. 

"What  is  meant  by  the  term  'military  tactics,'  which  the  act  says  are  to 
be  included  in  the  branches  taught  in  the  colleges?  Obviously  the  word 
'tactics'  is  used  in  a  general  and  popular,  not  in  a  technical  sense.  'Military 
tactics'  is  a  broad  and  elastic  term,  including  much  that  would  not  come 
within  a  strict  definition.  This  breadth  and  comprehensiveness,  in  distinc- 
tion from  a  rigid  prescription  of  specific  things  to  be  done,  is  characteristic 
of  the  whole  act.  It  recognizes  the  great  diversity  of  conditions  existing  in 
different  parts  of  the  country,  and  now  that  it  is  operative  in  forty-five  dif- 
ferent States,  this  elasticity  and  adaptability  to  conditions  appears  still  more 
admirable.  It  is  matter  for  congratulation  that  we  have  in  this  grand 
scheme  for  national  education,  not  a  thoroughly  organized,  bureaucratic 
system  like  that  which  fits  in  well  with  the  genius  of  the  French  people,  but 
a  simple  outline,  a  broad,  free,  suggestive  sketch  plan,  of  the  general  objects 
to  be  sought,  leaving  to  the  several  localities,  and  specifically  to  the  legisla- 
tures of  the  several  States,  to  fill  in  the  details  as  their  special  needs  and 
interests  may  prescribe.  As  in  the  case  of  all  other  branches  of  learning, 
so  in  case  of  the  military  science  and  art,  the  institutions  are  left  free  to 
work  out  their  own  problems  in  their  own  way,  provided  that  way  comes 
fairly  within  the  express  provisions  of  the  act  of  Congress.  As  we  have 
seen,  the  incorporation  of  military  instruction  into  the  curriculum  of  the  col- 
leges was  intended  to  meet  one  of  the  great  and  permanent  needs  of  the 
country.  Such  instruction  is  mandatory  upon  the  colleges.  By  the  accept- 
ance of  the  grant  with  its  conditions  this  instruction  has  become  an  obliga- 
tion, recognized  as  such  by  the  colleges.  So  much — that  the  colleges  shall 
give  instruction  in  military  tactics— is,  so  to  speak,  constitutional,  unalter- 
able, not  debatable.  All  else  is  merely  statutory  or  administrative,  subject 
to  by-laws,  as  wisdom  and  good  policy  may  ordain. 

"Leaving,  therefore,  large  latitude  to  the  predilections  of  individual  in- 
stitutions for  more  or  less  of  the  military  feature  in  their  curriculum,  what 
may  the  colleges,  in  an  average  way,  be  fairly  expected  to  do  as  their  part 
toward  supplying  the  country  with  a  soldiery  in  time  of  need?  The  organi- 
zation of  a  national  militia  under  Federal  laws  in  all  the  States  has  materi- 
ally changed  the  situation  since  Mr.  Morrill  pictured  the  nation's  unprepared- 
ness  in  1862.  When  not  recognized  as  a  part  of  the  militia — as  they  are  in 
some  States — the  college  battalions  represent  the  possibility  of  a  volunteer 
corps  which  would  be  immediately  effective  for  service,  and  the  individual 
students  and  graduates  constitute  a  body  out  of  which  officers,  commissioned 
and  non-commissioned,  could  be  drawn  for  service  in  a  suddenly  enlisted 
corps.  It  can  not  be  expected  of  the  colleges  that  they  turn  out  thoroughly 
trained  and  accomplished  officers.  It  takes  four  years  of  military  training 
at  West  Point  to  do  that.  To  attempt  something  very  much  below  this  would 
take  so  much  of  the  student's  time  and  energy  from  their  main  studies  that 
they  would  go  to  colleges  in  which  this  burden  was  not  laid  upon  them. 
But  the  colleges,  without  sacrifice  to  their  leading  objects,  may  so  train  their 
students  in  the  military  art,  that  they,  or  a  good  number  of  them,  would 
make  serviceable  sergeants,  lieutenants,  and  captains  in  any  force  which  the 
State  or  the  nation  might  need  for  keeping  the  peace  and  enforcing  the  laws. 
It  is  of  some  consequence  that  students  should  make  a  good  appearance  at 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.     83 

inspection  or  on  parade.  It  is  of  much  more  importance  that  they  should 
learn  some  of  the  soldierly  virtues,  prompt  obedience,  power  of  command, 
the  fine  combination  of  self-respect  and  submission,  which  make  the  good 
citizen  and  the  good  patriot  as  well  as  the  good  soldier. 

"Coming  now  to  the  second  part  of  the  question  proposed,  namely,  the 
relation  of  the  colleges  to  the  War  Department,  there  are  two  attitudes  which 
the  Department  may  take  with  reference  to  military  instruction  in  the  col- 
leges. The  one  view  is  that  the  Government  has  bestowed  large  endow- 
ments on  these  colleges,  and  has  a  right  to  demand  in  return  special  military 
service  which  men  educated  in  these  colleges  can  render,  and  to  prescribe 
the  methods  of  the  training  which  fit  them  for  that  service.  To  this  view 
no  objection  can  be  taken  if  it  is  not  in  practice  carried  so  far  as  to  exact 
of  the  students  an  amount  of  effort  which  would  impair  their  efficiency  in 
their  chosen  field  of  study,  and  so  drive  them  into  other  institutions  and 
thus  defeat  its  own  intent.  It  is  natural  also  and  honorable  in  the  military 
authorities  at  Washington  that  they  should  seek  to  prescribe  a  standard  of 
instruction  and  discipline  which  bears  some  comparison  with  that  splendid 
training  at  West  Point  which  gives  dignity  and  prestige  to  an  officer  in  the 
Army  of  the  United  States,  or  at  least  that  their  point  of  view  and  their 
estimate  of  military  education  should  be  largely  under  such  influence.  Then 
there  arises  a  difference  of  judgment  between  the  Department  and  the  col- 
leges as  to  how  much  may  be  insisted  on  in  the  way  of  military  discipline, 
in  which  we  find  the  Department  virtually  saying  to  us,  with  military  cour- 
tesy, but  with  military  firmness:  'We  will  not  detail  an  Army  officer  to 
conduct  your  military  instruction  unless  we  can  dictate  substantially  the 
amount,  the  methods,  and  all  the  conditions  of  such  instruction.' 

"The  other  view  which  the  Government  might  take  is  not  to  insist  on 
military  training  as  an  obligation  on  the  part  of  the  colleges  and  the  detail 
of  an  officer  as  a  concession  carrying  with  it  a  certain  supervisory  right  over 
the  colleges,  but  to  look  at  the  whole  situation  as  an  opportunity  of  which 
both  parties  should  strive  to  make  the  utmost  for  the  good  of  the  country  at 
large. 

"Here  is  a  body  consisting  of  many  thousands  of  the  choice  young  men 
of  all  the  States  of  the  Union,  as  good  material  as  the  country  or  the  world 
affords  for  making  citizen  soldiers — such  soldiers  as  the  country  is  likely 
to  need — and  at  an  expense  to  the  Government  which  is  trifling  compared 
with  what  any  other  method  of  getting  such  soldiers  would  cost.  There  is 
a  certain  amount  of  the  military  spirit — call  it  the  patriot-military  spirit — 
which  it  is  desirable  to  cultivate  in  our  youth — not  too  much,  not  the  mili- 
tarism of  Prance  and  Germany — not  too  little — not  the  supineness  and  neg- 
lect, inviting  assault,  of  the  North  before  the  war — but  enough  to  inspire  a 
sense  of  security  and  compel  respect.  Let  the  Government  take  advantage 
of  the  opportunity  it  has  to  get  this  moderate  amount  of  military  spirit 
diffused  among  the  young  men  of  the  nation  and,  along  with  it,  the  moderate 
amount  of  military  training  which  will  make  it  practically  effective  in  time 
of  need.  This  it  will  best  accomplish,  not  by  setting  up  a  military  regime  of 
its  own  within  a  literary  institution,  not  by  issuing  orders  from  Washington 
which  ignore  or  override  the  policy  and  the  regulations  of  the  colleges,  but 
by  cooperating  with  the  institutions  in  a  patriotic  endeavor  to  make  such 
adjustment  of  the  legitimate  claims  of  the  civil  and  military  departments, 
respectively,  that  all  shall  attain  their  maximum  efficiency.  Passing  over 
some  of  the  obvious  considerations  under  this  head,  we  may  be  permitted 
respectfully  to  suggest  for  the  consideration  of  the  Department: 

"(1)  That  less  emphasis  be  placed  on  the  manual  and  technical  branches 
of  military  training,  and  more  upon  the  higher,  the  intellectual,  topics  in 
the  military  art.  College  students  take  'military  tactics'  as  a  part  of  a  lib- 
eral education,  not  to  fit  them  to  serve  as  enlisted  men.  Introducing  a  cer- 
tain amount  of  strategy,  the  history  of  campaigns,  fortification,  problems  in 
'grand  tactics,'  etc.,  would  bring  the  instruction  more  within  the  range  of 
college  students. 

"(2)  The  inspectors  sent  to  examine  and  report  on  the  condition  of 
the  military  departments  in  colleges  should  be  experienced,  broad-minded 
men,  capable  of  understanding  the  situation  in  its  larger  meaning  and  possi- 
bilities. Some  of  the  institutions  have  had  occasion  to  complain  that  young 
officers,  from  inability  to  appreciate  the  difference  between  a  literary  and  a 
strictly  military  institution,  have  done  them  great  injustice  by  setting  up 


84  MILITARY  EDUCATION  IN  THE  UNITED   STATES. 

an  impossible  standard  of  efficiency  and  severely  commenting  on  alleged  de- 
linquencies. The  inspector,  especially  if  continued  in  office  long  enough  to 
learn  its  possibilities,  can,  by  conferring  and  cooperating  with  the  college 
authorities,  by  instruction  and  advice  to  the  cadet  officers,  and  in  many  other 
ways,  easily  double  the  efficiency  of  the  military  instruction.  The  institu- 
tion represented  by  the  writer  of  this  paper  enjoyed  all  these  benefits  and 
others  under  the  inspectorship  of  Col.  (now  Gen.)  R.  P.  Hughes,  U.  S.  Army. 
A  well-trained  officer,  a  strict  disciplinarian,  and  a  thoroughly  soldierly  man, 
he  interested  himself  to  bring  the  college  battalion  up  to  the  highest  state 
of  efficiency  and  to  promote  the  true  military  spirit  among  the  young  men, 
of  the  institution.  In  doing  this  he  gathered  to  meet  him  the  officers  of  the 
battalion,  lectured  them,  scolded  them,  praised  them,  instructed  them,  and 
so  discharged  the  duties  of  his  office  in  a  way  at  once  professional  and  human 
that  his  visits  were  looked  forward  to  with  interest  and  remembered  with 
pleasure,  and  though  his  reports  sometimes  scored  us  severely  we  knew  that 
they  were  just  and  kindly.  If  the  Government  would  always  send  out  inspec- 
tors equally  faithful  to  the  War  Department  and  equally  helpful  to  the  in- 
stitutions, there  would  be  little  cause  for  complaint  on  either  side  and  the 
problem  of  efficient  military  training  in  the  college  would  be  in  a  fair  way 
of  satisfactory  solution." 

The  above  views  are  those  of  a  gentleman  who  for  nearly  forty 
years  was  president  of  a  civil  institution  of  learning  which  was  one  of 
the  beneficiaries  of  the  "Morrill  bill,"  as  this  bill  has  become  popularly 
known.  This  view  no  doubt  represents  the  interpretation  of  this  pro- 
vision of  Congress  by  university  authorities  generally — left  in  a  large 
measure  to  each  individual  college,  and  in  some  cases,  at  least  partially, 
to  Army  officers  who  have  been  detailed  to  colleges  by  the  president  of 
the  United  States,  as  professors  of  military  science  and  tactics,  for 
local  interpretation.  The  views  of  one  of  these  officers  might  be  em- 
bodied here  with  advantage,  which,  in  a  sense,  would  give  the  view- 
point of  the  War  Department.  Captain  C.  J.  Bailey,  (now  Brigadier 
General,  United  States  Army)  an  officer  of  wide  experience,  who  while 
captain  of  the  15th  Artillery,  was  on  duty  at  the  University  of  Ver- 
mont during  President  Buckham's  regime,  under  detail  by  the  War 
Department  as  Professor  of  Military  Science  and  Tactics,  is  quoted: 

"An  opinion  is  desired  as  to  what  extent  military  instruction  should  be 
carried  in  the  land-grant  colleges. 

"Throwing  out  those  institutions  in  which  the  military  feature  pre- 
dominates and  is  advanced  as  an  attraction  for  students,  there  remain  the 
colleges  or  universities  in  which  the  student  is  fitted  for  almost  any  pro- 
fession save  the  military.  In  these  every  hour  devoted  to  military  work 
takes  from  the  student  an  hour  he  might  advantageously  devote  to  studies 
in  the  particular  line  he  has  chosen.  Should,  then,  this  military  work  be 
limited  to  three  hours  weekly,  and  is  even  this  worth  to  the  student  and  to 
the  college  the  advantages  gained  by  both  from  the  endowments  made  by 
the  Government? 

"When  the  writer  took  up  this  work  in  the  University  of  Vermont  in 
1897  he  was  of  the  opinion  that  the  three  hours  weekly  was  inadequate  for 
carrying  out  the  purposes  desired  by  the  Government,  and  he  still  believes 
that  it  should  be  increased,  at  least  during  that  part  of  the  college  year  when 
outdoor  work  can  be  carried  on,  if  this  can  be  done  without  positive  detri' 
ment  to  the  other  work  of  the  college.  If  this  can  not  be  done,  however, 
sufficient  instruction  can  be  done  in  the  shorter  time  to  render  its  value 
incontestable,  particularly  if  the  instructor  is  allowed  some  latitude  in  divid- 
ing the  students  in  such  a  way  that,  small  bodies  can  be  instructed  in  certain 
parts  of  the  work  rather  than  the  whole  student  body  at  once. 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.     85 

"In  colleges  keeping  to  this  minimum  much  that  an  officer  deems  essen- 
tial in  teaching  recruits  must  either  be  omitted  or  the  student  so  interested 
that  he  will  voluntarily  do  the  work  by  himself.  This  refers  particularly  to 
the  'setting  up'  drills  and  calisthenics  now  so  largely  employed  in  the  Army. 
The  college  gymnasium  may  and  should  take  the  place  of  these,  for  it  is 
particularly  necessary  that  the  student  should  have  them  or  similar  work 
both  to  keep  him  in  health  and  to  give  him  the  correct  carriage  distinctive  of 
the  good  soldier  and  equally  advantageous  to  the  good  civilian.  But  the 
writer  realized  from  his  first  attempt  that  to  make  any  progress  in  the  drills 
of  the  company  and  battalion  nothing  beyond  a  superficial  course  in  these 
gymnastics  could  be  attempted. 

"Both  theoretical  and  practical  military  work  can  be  so  varied  that  the 
interest  of  the  majority  of  the  students  is  easily  retained,  the  difficulty  being 
to  decide  on  what  to  omit  where  time  is  so  limited.  Many  students  find  the 
whole  subject  uninteresting  and  even  distasteful,  and  these  are  the  ones  to 
whom  much  attention  should  be  given,  for  they  are  generally  the  ones  most 
in  need  of  the  physical  exercise — for  their  own  health.  The  athletic  men 
are  generally  the  best  soldiers  and  take  the  most  interest  in  lectures  and 
recitations  as  well  as  in  the  drills. 

"That  the  work  so  outlined  is  of  value  to  the  Government  can  not  now 
be  questioned.  The  many  valuable  officers  now  in  the  Army  whose  only 
military  training  was  obtained  in  the  land-grant  colleges  bear  testimony  to 
this. 

"Earnest  and  faithful  work  on  the  part  of  the  instructor,  with  the  co- 
operation and  support  of  the  faculty,  aided  by  the  natural  liking  of  many 
students  for  the  military,  can  not  fail  to  render  the  course  successful  and 
give  the  Government  a  fair  interest  on  its  investment — even  with  but  three 
hours  weekly  for  each  student.  The  more  this  time  can  be  increased  the 
better  for  the  Government  and,  in  the  opinion  of  the  writer,  for  the  physical 
and  mental  welfare  of  the  student  and  the  ultimate  good  of  the  college." 

At  the  twenty-fourth  annual  convention  of  the  Association  of 
American  Agricultural  Colleges  and  Experiment  Stations  held  at 
Washington,  D.  C,  Nov.,  1910,  Captain  Michael  J.  Lenihan  (now 
Major  2nd  U.  S.  Infantry)  of  the  General  Staff  of  the  Army,  who  had 
just  completed  a  tour  of  service  of  four  years  inspecting  civil  institu- 
tions having  military  departments,  including  about  fifty  land  grant  col- 
leges, appeared  on  behalf  of  the  Chief  of  Staff  of  the  Army.  Major 
Lenihan's  remarks  before  this  body  are  well  worthy  of  a  place  here. 
His  words  in  a  sense  had  the  official  sanction  of  the  War  Department 
and  express  very  clearly  the  attitude  of  the  military  authorities  in  the 
matter. 

Dr.  Kerr,  President  of  the  Association,  in  introducing  Captain 
Lenihan  to  the  convention  said : 

"The  Morrill  act  of  1862  is  in  part  permissive  and  in  part  mandatory. 
One  of  its  requirements  provides  for  instruction  in  military  science  and 
tactics.  For  many  years  while  the  institutions  were  developing,  difficulties 
arose  in  the  adjustment  of  this  work  as  well  as  in  other  lines.  But  relations 
during  recent  years  with  the  War  Department  have  been  particularly  pleas- 
ant. Its  system  of  inspection  has  served  to  promote  the  real  interests  that 
military  work  has  represented  in  these  institutions.  It  has  enabled  the  De- 
partment to  come  into  closer  touch  with  the  schools  and  to  become  better 
acquainted  with  the  conditions  there  and  the  officials  of  the  institutions  to 
become  better  acquainted  with  the  requirements  of  the  War  Department. 
We  are  specially  favored  to-night  by  the  presence  of  Capt.  M.  J.  Lenihan, 
representing  the  War  Department,  whom  I  have  the  pleasure  to  present  to 
you." 


86  MILITARY  EDUCATION   IN  THE  UNITED   STATES. 

Address  of  Captain  Lenihan: 

"I  have  been  sent  by  the  Chief  of  Staff  of  the  Army,  at  the  request  of 
the  distinguished  chairman  of  your  executive  committee,  Dr.  Thompson,  to 
meet  you  in  conference  here  this  evening,  to  speak  on  military  matters. 

"During  the  years  1907,  1908,  1909,  and  1910,  it  was  my  pleasant  duty 
to  visit  the  land-grant  colleges  of  thirty-eight  of  the  States  and  Territories 
for  the  purpose  of  making  the  annual  inspections  of  their  military  depart- 
ments. 

"The  characteristics  of  a  soldier  are  the  love  of  country,  subordination, 
confidence  in  superiors,  fortitude,  temperance,  and  a  strong  and  robust  con- 
stitution. 

"Any  instruction  which  tends  to  develop  the  cardinal  virtues  in  the  in- 
dividual must  be  a  positive  factor  in  the  education  of  our  young  men. 

"The  authorities  of  some  of  our  best  colleges  and  universities  have  be- 
come thorough  believers  in  military  instruction  as  an  aid  in  the  general 
development  and  training  of  youth,  and  are  outspoken  in  their  advocacy  of 
its  extension.  They  realize  that  its  benefits  are  ethical  as  well  as  physical. 

"The  law  which  requires  that  military  instruction  be  given  in  land-grant 
colleges  is  contained  in  an  Act  of  Congress,  approved  July  2,  1862,  by  Presi- 
dent Lincoln,  and  familiarly  called,  after  its  author  and  advocate,  Repre- 
sentative Justin  S.  Morrill  of  Vermont,  the  Morrill  Act.  The  purpose  of  this 
'Act  donating  Public  Lands  to  the  several  States  and  Territories  which  pro- 
vide colleges  for  the  benefit  of  Agriculture  and  the  Mechanic  Arts,'  was,  as 
stated  therein,  'the  endowment,  support  and  maintenance  of  at  least  one  col- 
lege where  the  leading  object  shall  be,  without  excluding  other  scientific  and 
classical  studies,  and  including  military  tactics,  to  teach  such  branches  of 
learning  as  are  related  to  agriculture  and  the  mechanic  arts.' 

"In  a  speech  in  the  House  of  Representatives,  June  6,  1862,  urging  the 
passage  of  this  bill,  Mr.  Morrill  dwelt  at  some  length  upon  the  importance 
of  military  instruction  in  these  agricultural  colleges.  Agriculture,  the 
mechanic  arts  and  military  tactics  are  linked  closely  together  throughout  his 
discourse,  and  the  existing  necessity  for  the  instruction  therein  of  the  young 
men  of  the  country  of  the  industrial  classes  is  forcibly  set  forth.  He  speaks 
of  the  great  value  these  colleges  would  have  been  had  they  been  initiated  a 
quarter  of  a  century  earlier.  Had  this  been  done,  he  says,  'the  young  men 
might  have  had  more  of  fitness  for  their  sphere  of  duty,  whether  on  the 
farm,  in  the  workshop  or  on  the  battlefield.'  Notice  how  these  three  lines 
of  human  activity  are  interwoven,  the  FARM,  the  WORKSHOP,  the  BAT- 
TLEFIELD; agriculture,  mechanic  arts,  military  tactics.  *  *  *  * 

"  This  bill  proposes  to  establish  at  least  one  college  in  the  State  upon  a 
sure  and  perpetual  foundation,  accessible  to  all,  but  especially  to  the  sons  of 
toil,  where  all  the  needful  science  for  the  practical  avocations  of  life  shall 
be  taught,  where  neither  the  higher  graces  of  classical  studies  nor  that 
military  drill  our  country  now  so  greatly  appreciates  will  be  entirely  ig- 
nored. *  *  *  *  The  aid  tendered  here  will  enable  these  States  to  fully 
equip  these  institutions  or  to  found  others  where  it  may  be  thought  wise  to 
give  military  science  something  of  greater  prominence.' 

"Referring  to  the  great  numbers  of  young  men  desirous  of  obtaining  a 
military  education,  but  for  whom  it  had  not  been  possible  to  provide  at 
military  and  naval  academies,  Mr.  Morrill  said:  'These  young  men,  if  this 
bill  should  pass,  will  find  a  field  open  to  them  large  enough  to  satisfy  all 
reasonable  ambition.'  Truly  the  distinguished  author  of  this  law  had  not 
in  mind  the  establishment  of  a  merely  nominal  military  department  in  these 
college  when  he  uttered  these  words. 

« '*  *  *  Manufacturers  take  no  step  until  agriculture  produces  a  surplus 
*  *  *  and  from  this  surplus  arises  raw  material  and  cheap  bread,  which  make 
the  arts  and  manufactures  flourish.  Prom  these  results  commerce.  Trade 
derives  all  support  from  the  basis  furnished  by  agriculture  and  manufac- 
tures. Then  follows  the  necessity  of  military  and  naval  protection.  In  a 
free  government  we  have  proved  *  *  *  that  patriotism  is  spontaneous;  but 
doubtless  many  valuable  lives  would  have  been  saved  in  the  progress  of  this 
rebellion  had  we  not  so  long  assumed  that  military  discipline  was  also  spon- 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.     87 

taneous.  If  ever  again  our  legions  are  summoned  to  the  field,  let  us  show 
we  are  not  wholly  unprepared.  These  colleges,  founded  in  every  State,  will 
elevate  the  character  of  farmers  and  mechanics,  increase  the  prosperity  of 
agriculture,  manufactures,  and  commerce,  and  may  to  some  extent  guard 
against  the  sheer  ignorance  of  all  military  art.  *  *  *  The  true  way  to 
nurse  patriotism  is  to  inspire  our  people  with  confidence,  by  giving  them 
proper  training.  *  *  *  *' 

"The  later  land-grant  acts,  viz.,  the  Hatch  Act,  1887;  the  Morrill  Act, 
1890;  the  Adams  Act,  1906,  and  the  Nelson  Act,  1907,  contain  nothing  which 
alters  or  abridges  the  intent  expressed  in  the  act  of  1862. 

"The  passage  of  this  act  and  the  acceptance  by  the  States  of  its  condi- 
tions have  placed  upon  them  and  upon  the  administrative  heads  of  the  land- 
grant  colleges  a  legal  and  a  moral  obligation  to  maintain  efficient  depart- 
ments or  schools  wherein  will  be  taught  agriculture,  the  mechanic  arts  and 
military  science  and  tactics.  As  Mr.  Morrill  stated  it,  the  bill  fixes  these 
as  the  leading  objects,  leaving  to  the  States  considerable  latitude  in  carry- 
ing out  practical  details. 

"To  further  assist  in  spreading  military  knowledge,  Congress,  in  the 
'Act  to  increase  and  fix  the  Military  Peace  Establishment  of  the  United 
States,'  approved  July  28,  1866,  enacted. 

"  'That  for  the  purpose  of  promoting  knowledge  of  military  science  and 
tactics  among  the  young  men  of  the  United  States,  the  President  may,  upon 
the  application  of  an  established  college  or  university  within  the  United 
States,  with  sufficient  capacity  to  educate  at  one  time  not  less  than  one  hun- 
dred and  fifty  male  students,  detail  an  officer  of  the  Army  to  act  as  president, 
superintendent,  or  professor  of  such  college  or  university;  that  the  number 
of  officers  so  detailed  shall  not  exceed  twenty  at  any  time  *  *  *'  and  by  a, 
joint  resolution,  approved  May  4,  1870,  authorized  the  issue  of  small  arms 
and  artillery  for  the  military  instruction  of  students. 

"These  laws  are  the  basis  of  military  instruction  in  civil  colleges.  The 
number  of  officers  whose  detail  was  authorized  has  been  increased  from  time 
to  time  until  now  it  is  fixed  at  100. 

"The  law  of  July  2,  1862;  section  1225,  Revised  Statutes,  which  is  a 
codification  of  the  laws  authorizing  the  detail  of  officers  of  the  Army  and  the 
issue  of  arms  to  colleges;  the  later  acts  of  Congress  amending  and  extending 
the  provisions  of  section  1225;  and  the  administrative  regulations  and  in- 
structions of  the  War  Department  made  pursuant  to  and  in  furtherance  of 
these  laws,  contain  all  the  present  requirements.  *  *  * 

"There  were,  at  the  date  of  the  last  annual  inspection,  April  and  May, 
1910,  50  land-grant  colleges  maintaining  military  departments,  at  which 
17,610  students  were  enrolled,  of  whom  17,443,  i.  e.,  all  but  167  students, 
nearly  100%,  were  over  15  years  of  age. 

"This  number,  17,443,  is  72%%  of  the  total  enrollment  of  students  over 
15  years  of  age  in  the  military  departments  of  schools  and  colleges  of  all 
classes  with  which  the  War  Department  maintains  relations. 

"The  money  value  of  arms  and  equipments  issued  by  the  War  Depart- 
ment to  the  50  land-grant  colleges  is  $552,196.08. 

"The  cost  to  the  United  States  in  salaries  and  allowances  of  the  officers 
detailed  as  military  instructors  is  $173,972.60  per  annum,  about  ten  dollars 
per  year  for  each  student  receiving  military  instruction.  *  *  * 

"College  details  are  maintained,  even  while  the  Army  suffers  from  ab- 
senteeism, and  the  discipline  and  instruction  of  the  troops  are  impaired 
because  they  are  inadequately  officered,  with  the  hope  that  by  educating 
college  communities  to  a  better  knowledge  of  the  Army,  of  its  necessity,  and 
of  its  duties,  a  knowledge  of  things  military  may  be  fostered  among  our 
people  of  all  professions  and  vocations  in  life.  The  War  Department  wishes 
to  reach  with  this  instruction  every  college  man  that  it  can  reach,  whether 
he  be  a  student  in  the  college  of  agriculture,  law,  medicine,  or  theology.  *  *  * 

"The  extension  of  the  military  department  so  as  to  include  the  upper 
classes  is  most  desirable,  not  so  much  because  all  of  the  students  receive  a 
greater  amount  of  instruction  thereby,  but  that  the  detailed  officer  has  a 
permanent  organization  into  which  the  new  students  are  put  when  they 
arrive  in  the  fall.  He  has  the  material  from  which  to  select  the  necessary 
cadet  officers  and  non-commissioned  officers,  without  whose  aid  it  is  prac- 
tically impossible  to  disseminate  military  instruction.  These  cadet  officers 
and  non-commissioned  officers,  selected  from  those  students  of  the  upper 


88  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

classes  who  have  shown  most  aptitude,  form,  as  it  were,  the  leaven  by  which 
the  whole  mass  is  leavened. 

"It  is  hoped  that  all  of  the  land-grant  colleges  may  find  some  means, 
either  by  requirement  or  inducement,  of  retaining  a  sufficient  number  of 
their  senior  and  junior  students  in  the  military  department  to  furnish  at 
least  the  necessary  officers  who  are  really  indispensable  assistants  to  the 
detailed  officer.  Besides  their  usefulness  as  instructors,  the  training  in  the 
habit  of  command  will  be  very  beneficial  to  these  selected  students. 

"From  the  report  of  the  inspector  general  of  the  Army  for  1898,  I  find 
that  there  were  at  the  opening  of  the  Spanish  war  about  15,000  men  receiv- 
ing annually  theoretical  and  practical  instruction  at  civil  institutions  of  all 
classes.  This  instruction  was  necessarily  interrupted  by  the  Spanish  war. 
The  whole  number  of  students,  ex-students,  and  alumni  who  volunteered  in 
the  war  is  not  known.  Inquiry  made  by  the  inspector  general  elicited  only 
partial  information,  but  this  information  is  interesting.  The  presidents  of 
46  of  the  colleges  responded  to  the  inquiry  made  for  data  on  this  subject. 
These  46  colleges  numbered  about  7,100  students  before  hostilities  began. 
Of  their  students,  alumni  and  ex-students,  541  entered  the  Army  as  officers, 
and  1,084  as  non-commissioned  officers  and  privates  for  the  Spanish  war,  a 
total  of  1,625,  being  a  ratio  of  almost  23  students,  alumni,  and  ex-students, 
volunteering  for  military  service  for  each  of  the  100  students  enrolled  at  the 
opening  of  the  hostilities.  *  *  *. 

"Since  1906  the  annual  inspections  of  the  military  departments  of  the 
colleges  have  been  made  by  a  board  of  four  officers  of  the  War  Department 
general  staff,  the  individual  officers  pursuing  itineraries  prescribed  each  year, 
beginning  in  southern  latitudes  in  April  and  moving  northward,  where  the 
inspections  are  concluded  by  the  end  of  May. 

"By  the  relief  each  year  of  the  member  of  this  board  who  has  served 
four  years,  and  the  detail  of  a  member  with  four  years'  prospective  service 
in  the  general  staff,  a  policy  that  is  now  established,  continuity  is  given  to 
the  board  and  supervision  of  the  military  work  in  the  colleges  is  placed  in 
the  hands  of  officers  who  have  been  able  by  annual  personal  visits  to  famil- 
iarize themselves  with  the  conditions  existing  at  the  various  colleges.  Both 
college  presidents  and  military  instructors  have  assured  me  that  this  system 
of  inspection  has  been  most  beneficial.  Certainly  it  has  brought  them  into 
closer  touch  with  the  War  Department.  A  steady  improvement  all  along  the 
line  is  manifest." 

President  Charles  W.  Dabney,  of  the  University  of  Cincinnati 
in  his  chapter  on  land-grant  colleges  in  President  Nicholas 
Murray  Butler's  book,  "Education  in  the  United  States,"  makes  the 
following  reference  to  military  instruction  in  land  grant  institutions. 
The  statistics  he  gives  in  his  article  have  changed  widely  with  the 
growth  of  these  institutions.  His  treatment  is  of  interest  principally 
because  of  the  prominence  of  the  author  in  educational  circles  and  the 
interpretation  of  the  law  which  he  makes : 

"As  has  been  stated,  the  land-grant  act,  establishing  colleges  of  agricul- 
ture and  mechanic  arts,  was  passed  in  the  midst  of  the  civil  war.  The  sup- 
porters of  the  Union  had  learned  through  bitter  experience  that  the  great 
need  of  the  Army  was  trained  officers.  The  chief  object  of  the  college  was 
to  be,  as  has  been  explained,  the  education  of  the  industrial  classes;  but  the 
secondary  object  was  the  training  of  young  men  in  military  matters  who 
would  be  ready  to  serve  their  country  in  any  future  emergency.  It  will  be 
interesting  to  notice,  therefore,  what  has  been  actually  accomplished  by  mili- 
tary departments  of  these  colleges.  Forty-two  land-grant  colleges  have  fully 
organized  military  departments.  In  the  spring  of  1898  these  colleges  had 
military  organizations  varying  in  size  from  one  company  to  a  whole  regi- 
ment, having  nearly  572  officers,  1,456  non-commissioned  officers,  and  nearly 
7,000  privates,  making  a  total  of  about  9,000  cadets  under  training.  It  is 
estimated  that  about  15,000  young  men  have  completed  the  course  of  mili- 
tary instruction  in  these  colleges  during  the  last  ten  years,  and  it  is  evident 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.     89 

that  a  large  number  of  them  will  be  available  for  military  service  in  case 
of  need.  An  effort  was  made  by  the  writer  to  ascertain  the  number  of  officers 
commissioned  in  the  Spanish-American  war  who  received  their  education 
in  these  institutions.  It  was  difficult  to  secure  complete  statistics,  but  the 
partial  reports  received  show  that  1,092  young  men  from  these  colleges  were 
commissioned  by  the  President  in  the  regular  and  volunteer  Armies  during 
the  last  war." 

A  most  interesting  presentation  of  the  subject  under  consideration 
was  given  at  the  Twenty- Seventh  Annual  Meeting  of  the  Association 
of  American  Agricultural  Colleges  and  Experiment  Stations  at  Wash- 
ington, D.  C,  November  13,  1913.  On  this  occasion  the  Land  Grant 
College  Engineering  Association  was  holding  a  joint  meeting  with  the 
first  named  body.  The  feature  of  this  meeting  was  a  paper  by  Dean 
Edward  Orton,  Jr.,  of  the  Ohio  State  University,  an  educator  of 
national  reputation,  and  a  man  most  admirably  equipped  for  preparing 
a  paper  on  the  subject.  Dean  Orton's  paper  and  the  responses  by 
General  Leonard  Wood,  Chief  of  Staff  of  the  Army,  and  Captain  S.  J. 
Bayard  Schindel,  of  the  General  Staff,  constitute,  in  the  opinion  of 
the  author,  the  most  comprehensive  and  most  intelligent  treatment  of 
the  matter  of  military  instruction  at  land  grant  colleges  that  has  ever 
been  presented.  No  apologies  are  offered  for  embodying  in  its  en- 
tirety that  part  of  the  minutes  of  the  meeting  referred  to  which  in- 
cludes the  principal  paper  and  the  responses  just  named. 

The  part  of  the  minutes  named,  without  abridgement,  reads  as 
follows : 


JOINT    SESSION    OF    THE    SECTION    ON    COLLEGE    WORK    AND    AD- 
MINISTRATION   AND    OP    THE    ENGINEERING    ASSOCIATION 
OF  THE  LAND-GRANT  COLLEGES. 

AFTEBNOON  SESSION,  THURSDAY,  NOVEMBER  13,  1913. 

The  meeting  was  called  to  order  at  2:00  p.  m.  by  the  chairman  of  the 
college  section,  R.  A.  Pearson  of  Iowa. 

THE  CHAIRMAN.  It  gives  us  great  pleasure  to  welcome  the  Engineering 
Association  this  afternoon.  We  are  under  obligation  to  the  members,  more- 
over, for  the  privilege  of  listening  to  a  discussion  of  a  most  important  subject. 
The  president  of  the  Engineering  Association,  Dean  Jackson,  will  preside 
during  the  first  portion  of  the  program. 

THE  ACTING  CHAIRMAN.  Permit  me  to  express  the  pleasure  we  experi- 
ence in  meeting  with  this  aggressive,  active,  live  body  of  men.  We  hope 
that  the  fact  that  we  are  sitting  with  you  is  an  earnest  of  future  work  to- 
gether. 

The  first  topic  to  be  discussed  deals  with  a  vital  matter,  one  written  into 
our  land-grant  establishment  act,  to  wit,  military  science.  Dean  Orton  of 
the  College  of  Engineering  of  Ohio  State  University  will  present  this  sub- 
ject. It  should  be  understood  that  the  paper  was  prepared  for  presentation 
to  the  Engineering  Association,  a  fact  which  will  explain  the  special  refer- 
ences. 


90  MILITARY  EDUCATION   IN   THE  UNITED   STATES. 

THE  STATUS  OF  THE  MILITARY   DEPARTMENT  IN  THE  LAND-GRANT   COLLEGES. 
BY  EDWARD  ORTON,  JR. 

Of  all  the  provisions  made  by  governments  or  by  private  citizens  for  the 
education  of  the  people,  in  this  or  any  other  country,  in  these  days  or  those 
of  the  past,  few,  if  any,  can  be  compared  in  importance  and  far  reaching 
effect  to  the  Morrill  act  of  1862.  It  has  brought  into  existence  a  group  of 
institutions  without  a  parallel  in  the  field  of  higher  education,  either  in  the 
breadth  of  choice  of  their  educational  menu,  their  accessibility  to  people  of 
all  classes,  or  in  the  extent  to  which  they  are  patronized. 

In  the  Morrill  act,  as  in  all  other  documents  of  great  import,  every 
word  and  phrase  has  been  studied  and  its  various  possible  significations 
discussed.  These  matters  are  still  under  a  more  or  less  spirited  discussion, 
which  must  continue  until  sooner  or  later  the  general  consensus  of  opinion 
crystallizes. 

There  is  one  provision  in  this  act,  however,  which  is  not  ambiguous  in 
its  meaning,  yet  which  is  subject  to  wider  differences  of  interpretation 
than  any  of  the  really  debatable  clauses.  I  refer  to  the  words,  "and  includ- 
ing military  tactics."  Everbody  knows  just  what  this  means.  There  is 
nothing  permissive  or  optional  about  it.  It  means  that  it  was  intended 
by  the  framers  of  the  law  that  military  instruction  should  be  an  integral 
part  of  the  training  given  by  every  land-grant  college. 

That  there  are  very  wide  differences  at  present  in  the  way  that  a  mili- 
tary department  is  administered  in  the  several  land-grant  colleges  is  un- 
questionable. In  some  the  military  discipline  is  like  that  at  West  Point, 
always  in  force,  and  the  student  lives  in  barracks,  under  a  strictly  con- 
trolled schedule.  In  others  the  drill  lasts  one  hour  per  day,  but  continues 
through  five  days  a  week  for  the  entire  four  years  of  the  college  course. 
In  most  of  the  institutions,  drill  occurs  on  three  days  a  week  for  two  years, 
in  others,  two  days  a  week  for  two  years,  and  in  others  three  days  a  week 
for  one  year.  Prom  this  it  appears  that  while  an  equal  obligation  rests 
upon  all  institutions  founded  under  the  Morrill  act  to  maintain  military 
instruction,  there  are  really  very  great  differences  in  the  extent  to  which 
this  obligation  is  felt  or  recognized  in  the  different  colleges. 

My  purpose  in  calling  attention  to  these  conditions  is  partly  to  raise 
an  objection  to  this  lack  of  uniformity.  I  think  that  it  is  improper  that 
institutions  which  receive  the  same  bounty  should  requite  this  bounty  in 
such  very  different  measure. 

But  the  more  important  part  of  my  purpose  is  to  call  attention  to  a 
much  more  serious  matter,  viz.,  the  wrong  mental  attitude  which  most  of 
these  colleges  assume  toward  military  instruction,  in  the  fact  that  they 
give  as  little  of  it  as  they  think  will  pass  muster.  I  deplore  the  loss  to 
the  students,  to  the  schools,  and  to  the  Nation  from  this  faulty  conception 
of  what  the  military  provisions  of  the  Morrill  act  are  capable  of  accomplish- 
ing, if  administered  with  sympathy  and  wisdom.  It  seems  to  me  that  many 
of  us  are  not  giving  a  good  stewardship  of  the  talent  which  has  been  put 
into  our  hands.  Especially  do  I  desire  to  convince  this  body  that  we,  as 
college  executives,  are  failing  seriously  to  take  hold  of  and  make  effective 
use  of  one  of  the  very  best  tools  in  our  whole  educational  kit. 

The  chief  motive  for  the  insertion  of  the  military  drill  requirement  in 
the  Morrill  act  was  probably  to  strengthen  our  feeble  military  preparedness 
by  the  creation  of  a  body  of  educated  citizen  soldiery,  which  in  time  of  war 
would  become  an  asset  of  great  importance  to  us.  It  was  evidently  inspired 
by  the  serious  shortage  of  persons  fit  to  become  officers  in  the  Civil  War, 
which  was  then  in  progress,  and  the  terrible  suffering  of  our  troops,  due  to  the 
incompetence  and  inexperience  of  their  officers.  This  motive  is  still  the 
most  important  one  which  can  be  brought  forward  from  the  government's 
side  to  justify  the  expenditure  which  the  military  drill  feature  of  the  Mor- 
rill act  specifically  occasions.  But,  while  I  thoroughly  believe  in  this  reason 
for  exacting  drill  in  land-grant  colleges,  still  from  the  standpoint  of  these 
schools  I  consider  it  of  secondary  importance,  compared  to  the  intrinsic 
value  of  the  military  drill  as  an  element  in  the  education  of  any  young 
college  graduate.  It  is  for  the  benefit  of  the  institutions  themselves,  rather 
than  for  the  improvement  of  our  national  military  preparedness,  that  I  am 
urging  that  the  military  drill  be  treated  with  more  seriousness  and  con- 
sideration. 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.     91 

RESPECTS    IN    WHICH    COLLEGE    MILITARY     INSTRUCTION     IS    OF     VALUE- 

(1)  Disciplinary  value.     Military  drill  supplies  a  conception  of  author- 
ity, and  respect  for  authority,  which  nothing  else  does  or  can  furnish.     It 
is  needed  more  now  than  half  a  century  ago,  and  will  be  needed  increasingly 
as  time  goes  on.     How  many  of  the  young  men  that  come  before  you  in 
your  administrative  capacity  for  advice  or  reproof  give  evidence  of  being 
reared  in  a  well  ordered  and  well  disciplined  home?    How  many  cases  come 
before  your  notice  of  young  men  who  are  lawless  and  disobedient  at  college 
because  they  have  never  been  controlled  at  home?     Or,  worse  still,  in  how 
many  cases  where  discipline  by  the  university  is  inflicted  upon  a  young  man 
for  infraction  of  the  rules,  do  his  parents  show  their  incapacity  for  govern- 
ment by  siding  with  the  offender  and  encouraging  him  in  his  folly,  by  mis- 
placed sympathy  and  by  appeals  for  the  waiving  of  the  university's  regula- 
tions in  his  behalf?    With  our  colleges  full  of  young  men  of  such  undis- 
ciplined  antecedents,   and   the   proportion   of   such   growing   instead   of   de- 
creasing,  the   need   of   a   discipline,   fundamental,   vigorous   and    absolutely 
impartial,  is  apparent.     No  greater  kindness  can  be  shown  an  undisciplined 
spoiled  boy,  whose  mother  is  too  weak  and  whose  father  is  too  busy  to 
control  him,  than  to  put  him  under  military  control,  where  he  learns  to 
obey  first  and  ask  why  second,  and  where  punctuality,  self-control,  neatness, 
and   absolute   truthfulness  are  the  first  requisites.     No   military   discipline 
can  ever  give  a  boy  what  he  ought  to  get  at  home,  but  for  the  boy  who  does 
not  get  discipline  at  home,  the  military  training  is  of  inestimable  worth. 

Obedience  does  not  come  from  precept  or  from  intellectual  conviction 
solely,  or  even  chiefly;  it  comes  from  the  knowledge  of  power  and  authority; 
and  while  intellectual  conviction  should  always  be  used  to  its  limit  in  se- 
curing obedience,  there  must  always  be  the  shadow  of  the  big  stick  in  the 
background,  whether  one  deals  with  savages,  or  boys;  or  college  professors. 
That  is  why  a  good  military  department  in  any  college  is  invaluable.  It  is 
the  one  branch  of  college  work  where  authority  visibly  rests  upon  its  actual 
source  of  power. 

(2)  Physical    advantage.     Young   men    who    come   to    college   may   be 
divided  into  two  classes — those  who  are  in  earnest  and  those  who  are  not. 
Happily  the  first  class  greatly  predominates.     But  both   classes   make  the 
same  error,  though  from  different  reasons.     The  dig  does  not  want  to  drill 
because  it  takes  too  much  time.     He  has  a  convenient  chance  to  get  a  lab- 
oratory section  or  something  else,  and  he  does  not  want  to  quit  and  put  on 
his  uniform,  just  when  an  hour  more  would  finish  an  experiment  or  complete 
a  problem.     The  idler  on  the  other  hand  finds  that  drill  interferes  with  his 
watching  or  taking  part  in  the  college  sports  or  something  else,  and  hence 
he  would  like  to  be  excused.     An  hour  of  brisk  marching  in  the  open  air, 
with  head  up,  shoulders  square,  and  with  every  sense  alert,  under  the  in- 
spiring influence  of  mass  action,  team  work  and  military  music,  is  a  grand 
finish  for  the  day  of  a  college  student,  and  a  grand  preface  to  the  evening 
meal.     In  college  or  out,  humankind  are  prone  to  neglect  the  simple  laws 
of  health  and  fail  to  take  exercise.     The  drill  would  be  worth  while  ten 
times  over  if  it  did  no  other  thing  then  to  force  students  to  exercise  regu- 
larly in  the  open  air.     One  of  its  great  merits  is  that  it  catches  the  very 
fellow  who  would  not  get  the  exercise  except  upon  compulsion. 

(3)  Intellectual    benefit.     As    a    purely    intellectual    exercise,    military 
drill  is  in  one  respect  the  equal  of  any  course  in  college,  viz.,  power  of  con- 
centration.    It  keeps  a  constant  demand  upon  the  attention  of  every  man 
in  the  company  every  minute  that  its  lasts.     It  is  memory  exercise  at  first, 
but  as  soon  as  familiarity  and  practice  bring  a  certain  degree  of  automaticity 
to   the   common   movements,   the   nature   of   the   demand   changes   and   the 
strategical  phase  of  the  subject  is  developed.     The  handling  of  troops,  even 
in   a  simple  military  ceremony,   requires   not   only   concentration   but   con- 
structive ability,  and  the  moment  that  the  work  leaves  the  field  of  ceremony 
and  takes  up   real  military  maneuvering,  such  as  skirmish  drill,  out-post 
duty,  etc.,  the  constructive  element  becomes  predominant.     No  one,  officer 
or  private,  can  acquit  himself  well  in  a  spirited,  snappy  drill  without  giv- 
ing a  high  degree  of  concentration  to  the  task.     The  more  advanced  the 
work  becomes,  the  more  broad  and  diversified  demand  does  the  work  make 
upon  the  intelligence  of  the  student. 


92  MILITARY  EDUCATION   IN  THE  UNITED   STATES. 

It  may  be  objected  that  the  real  intellectual  labor  falls  upon  the  offi- 
cers, indeed  upon  the  one  officer  in  command.  It  is  undoubtedly  true  that 
the  leader  does  the  most  work  and  gets  the  most  benefit,  but  in  a  student 
organization  the  procedure  differs  from  that  of  the  army,  in  that  every 
effort  is  made  to  vary  the  leadership  and  to  give  the  opportunity  of  leader- 
ship to  as  large  a  number  as  possible.  The  modern  formations  favor  this, 
for  every  eighth  man  is  a  corporal  and  responsible  for  his  seven  men,  and 
every  sergeant  has  his  squad  or  platoon,  etc. 

(4)  Development    of    character.     The    old    adage    that    "no    one    can 
properly  control  others  who  cannot  first  control  himself"   is  one  of  these 
eternal  verities  which  cannot  be  too  often  driven  into  the  minds  of  the  young 
college  man.    Any  young  engineer  looks  forward  to  controlling  others.     In 
a  sense  every  young  college  man  does,  whether  he  is  an  engineer  or  not, 
but  in  law  and  medicine  and  agriculture,  the  future  direct  control  of  a  force 
of  men  does  not  loom  up  on  the  horizon  as  it  does  to  one  who  expects  to 
play  a  leading  part  in  the  railroad,  mine,  or  factory.     But  how  shall  we 
get  this  power  of  leadership?    How  shall  we  learn  to  impose  our  will  upon 
others  and  still  keep  their  respect  and  regard?    I  believe  in  the  laboratory 
method  in  most  things  and   I  believe  in  it  here.     To  give  a  young  man 
power  to  control  others,  let  him  first  learn  how  to  obey  and  to  take  orders 
from  others.     Next,  give  him  a  minor  responsibility  to  direct  others,  and 
coach  him  on  his  faults  when  he  begins.     Give  him  increasing  chances  to 
command  as  fast  as  he  develops  ability  to  use  power. 

The  military  organization  in  a  large  college  offers  an  ideal  method  of 
giving  just  exactly  this  opportunity.  In  a  college  regiment  the  size  of  the 
companies  is  usually  cut  down  materially,  and  the  number  of  officers  can 
be  increased  considerably  over  the  statutory  proportion,  without  diminishing 
the  prestige  of  the  officers'  position  to  any  degree.  In  this  way  large  num- 
bers of  the  men  get  the  experience  of  commanding  troops — in  fact,  every 
one  who  develops  the  least  facility  or  promise  in  that  direction.  A  young 
man  who  cannot  develop  leadership  in  a  military  organization  is  a  young 
man  whose  attributes  as  an  engineer  need  investigation. 

Another  factor  in  leadership  is  the  ability  to  read  character.  No  better 
place  exists  in  the  world  to  practice  this  art  than  in  the  selection  of  men 
for  office.  Every  company  captain  must  study  his  men,  and  in  making  his 
selections  for  promotion,  under  the  watchful  care  of  his  superior  officer, 
he  himself  learns  a  most  important  lesson. 

Another  factor  in  character  building  is  the  high  standard  of  personal 
honor  which  must  go  with  any  effective  military  control.  A  soldier  is 
taught  a  very  simple  but  a  very  severe  code  of  behavior.  He  must  tell 
the  truth  and  hate  a  lie.  He  must  enforce  respect  for  his  own  rights  and 
must  show  equal  respect  for  the  rights  of  others.  As  he  wears  the  uni- 
form of  his  organization,  he  must  be  a  gentleman,  first,  last,  and  all  thej 
time,  or  he  will  disgrace  his  friends  as  well  as  himself.  He  must  love  his 
country  and  serve  it  with  a  single  mind,  even  to  death.  Not  a  bad  platform 
for  a  young  college  man  to  learn,  is  it? 

(5)  Technical  training  of  engineering  value.     Every   intelligent  man 
knows  that  the  losses  in  the  wars  of  the  past  have  been  chiefly  caused  by 
disease;   that  those  actually  killed  or  incapacitated  by  wounds  are  only  a 
small  percentage  of  the  whole.     Every  one  knows,  or  should  know,  that  the 
life  of  an  army  officer  is  very  largely  spent  in  taking  care  of  the  physique, 
strength  and  health  of  his  men.     For  a  few  moments  or  ,a  few  hours  of  his 
life,  he  may  be  in  battle,  where  a  bullet,  or  a  shell,  or  a  poisoned  arrow  may 
rudely  interrupt  his  career;  but  more  than  99  percent  of  his  life  is  spent 
in  getting  ready  and  keeping  ready  for  this  crucial  moment.     His  task  is 
to  live  right,  to  conserve  and  develop  his  own  physical  powers,  in  order  to 
set  a  good  example,  and  to  be  able  to  see  that  his  men  do  the  same.     It  in- 
volves knowledge  of  the  elements  of  dietetics,  the  use  of  water  for  drinking, 
the  care  of  one's  own  person,  keeping  clean,  keeping  a  whole  skin,  and 
treating  wounds  and  minor  injuries.     It  involves  the  much  more  difficult 
task  of  seeing  that  others,  who  do  not  know  or  comprehend  the  danger, 
or  who  lack  the  self-control  to  suffer  privation,   are  not  allowed   to  take 
direct,  sanitary  risks. 

Every  manufacturing  or  engineering  enterprise  is  like  an  army  in 
the  fact  that  its  effectiveness  is  dependent  on  the  physical  effectiveness  of 
its  men.  And  how  often  on  the  frontiers  in  industry,  as  on  the  frontiers  in 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.     93 

war,  does  the  success  of  an  enterprise  depend  on  the  ability  of  the  engineer 
or  superintendent  to  make  his  men  live  as  they  should?  How  many  of  our 
railroad  camps,  drainage  camps,  highway  camps,  and  factories  are  decimated 
by  typhoid,  cholera,  diphtheria,  yellow  fever,  tuberculosis,  syphilis,  etc., 
while  work  is  delayed  or  stopped  and  time,  money  and  life  are  lost,  because 
the  engineer  in  charge  did  not  know  that  it  was  his  business  to  protect  his 
men  from  sickness  as  well  as  from  accident? 

There  is  no  other  school  so  effective  in  such  matters  as  a  well  managed 
camp,  where  every  detail  of  the  sanitation  is  carefully  planned  and  exe- 
cuted, and  where  the  art  of  feeding,  housing,  policing  and  keeping  a  body  of 
men  well,  in  spite  of  unusual  conditions  of  life,  is  taught  by  practice  as  well 
as  precept.  Every  engineer  ought  to  have  the  advantage  of  such  an  experi- 
ence as  a  fundamental  part  of  his  education. 

But  besides  sanitation  and  care  of  men,  military  science  has  many  other 
useful  lessons.  Military  procedure  is  really  engineering.  Every  military 
enterprise, — the  transportation  of  supplies,  the  bridging  of  streams,  the 
mapping  of  the  country,  the  making  of  roads,  the  making  of  guns  and 
weapons,  the  construction  of  forts  and  armaments,  the  science  of  ballistics, 
and  every  other  unenumerated  branch  of  the  subject,  is  nothing  more  than 
the  application  of  the  methods  of  engineering  to  the  art  of  warfare.  En- 
gineering is,  therefore,  very  properly  the  backbone  in  the  instruction  given 
in  every  military  school  in  the  world. 

The  engineering  schools  ought  to  try  to  avail  themselves  of  that  part 
of  military  engineering  experience  which  is  applicable  to  the  peaceful  arts 
of  commerce  and  manufacture.  No  right  minded  man  will  deny  to  the 
soldier  the  credit  for  what  he  has  done  to  make  the  world  more  civilized, 
more  orderly,  more  healthful,  more  habitable.  Shall  we  not  take  from  his 
experience  that  part  which  we  need  in  our  daily  affairs? 

WAYS    IN    WHICH    THE    COLLEGE    CAN    MAKE    THE    MILITARY    WORK    EFFECTIVE. 

If  there  is  anything  in  these  ideas  as  to  the  ways  in  which  a  military 
department  can  be  of  service  to  a  college,  or  even  in  any  one  of  them,  then 
it  would  seem  that  it  would  be  worth  while  seriously  to  examine  ourselves 
and  see  if  we  are  doing  what  we  can  and  what  we  ought  to  make  use  of 
this  force. 

I  do  not  wish  to  minimize  the  work  that  has  been  accomplished,  and 
is  being  accomplished,  by  the  military  departments  of  the  land-grant  col- 
leges under  existing  conditions.  To  my  mind  they  deserve  in  most  places 
the  very  highest  praise  for  doing  so  well,  with  so  much  indifference  to  over- 
come and,  often,  in  the  face  of  veiled  hostility.  Nevertheless  colleges  can 
certainly  do  a  good  deal  more  to  make  the  military  work  more  successful. 

(1)  Backing  up  discipline.     The  college  owes  no  more  important  duty 
to  the  military  department  than  strongly  to  support  the  discipline  which  the 
latter  seeks  to  enforce.     TEe  drill  may  be  short  and  infrequent,  but  while 
it  lasts  it  must  be  rigidly  administered  if  it  is  to  do  any  good.     Too  often 
the  faculty  has  been  guilty  of  actually  subverting  discipline,  by  winking 
at  infractions  of  the  rules,  graduating  men  in  spite  of  shortage  of  military 
credits,  allowing  students  to  cut  drill  in  favor  of  some  technical  duty,  etc. 

(2)  Academic  credit.    The  college  should  acknowledge  the  educational 
value  of  military  training  as  the  equal  of  any  other  subject  in  academic 
weighting.     If  a  subject  is  put  upon  a  student's  class  card  as  a  require- 
ment, with  no  other  credit  than  a  penalty  for  failure  to  perform  it,  that 
subject  is  certain  to  be  viewed  by  the  student  as  an  exaction  to  be  gotten 
through  but  by  no  means  to  be  taken  seriously.     It  is  discounted  in  advance. 
If  the  college  treats  the  military  department  with  respect  and  consideration, 
the  student  will  in  time  adopt  the  same  attitude,  but  not  otherwise. 

(3)  Military  courtesy.     Another  way  to  dignify  the  military  work  is 
for  the  faculty  to  observe  generally  and  punctiliously  the  little  formalities 
and  courtesies  which  a  military  organization  makes  possible.     If  the  faculty 
recognizes   salutes   and   gives   them   to   military   officers,   the   value   of   the 
office  is  enhanced  and  discipline  is  strengthened.     The  whole  tone  of  a  col- 
lege, and  the  relations  of  its  professors  and  students  in  class  and  out,  can 
be  greatly  improved  by  the  faculty  taking  the  slight  trouble  to  maintain  in 
their  work  and  contact  with  students  a  little  of  the  formal  courtesy  which 
is  required  as  a  matter  of  course  by  the  military  department  in  its  own 
internal  relations. 


94  MILITARY  EDUCATION   IN  THE  UNITED   STATES. 

(4)  Time  allowance.     Another  thing  which  can  be  done  to  help  the 
military  work  along  is  to  grant  sufficient  time  to  the  subject,  so  that  the 
course  can  be  made  to  include  some  of  its  interesting  phases  and  not  be 
confined  to  a  mere  repetition  of  the  manual  of  arms  and  company  forma- 
tion.    Military  science,  like  any  other  college  work,  should  be  so  taught  that 
the  student  can  see  his  own  progress,  and  also  see  that  there  is  much  more 
to  know  than  he  will  get  a  chance  to  learn.     Any  active-minded  group  of 
college  boys  can  learn  the  ordinary  drill  in  a  very  short  time  if  they  have 
the  faintest  interest  in  it.     The  fact  that  they   sometimes   accomplish   so 
little  is  because  they  have  so  little  interest  in  it  and  receive  no  intimation 
from  the  faculty  that  they  are  expected  to  feel  otherwise.     If  the  instruction 
is  progressive,  so  that  a  second  year  man  is  not  expected  to  do  the  same 
thing  as  the  first  year  man,  and  the  third  year  man  is  required  to  do  yet 
more  advanced  work,  the  students'  interest  is  soon  enlisted.     When  there 
is  so  much  that  should  be  taught,  it  is  a  pity  that  the  A  B  C  of  it  should 
occupy  all  the  time. 

(5)  Adequate  instructional  force.    Another  and  a  very  important  thing 
which  the  college  can  do,  is  to  provide  adequate  teaching  force.     No  college 
in  the  land  would  expect  one  professor  of  mathematics  to  teach  a  thousand 
students,  nor  would  it  think  that  it  had  done  justice  to  its  students  if  it 
had  manned  the  mathematics  department  with  one  professor  and  an  ever 
expanding  and  ever  changing  corps  of  junior  and  senior  student  assistants, 
to  handle  the  freshmen  and  sophomores.     Without  doubt  mathematics  could 
be  so  taught,  but  any  institution  that  attempted  so  to  teach  the  subject 
would  lose  caste.     Yet  that  is  exactly  what  all  of  the  colleges  are  doing 
with   their    military   departments.     One   army   officer   seems,    in   the   mind 
of  the  colleges,  to  be  able  to  leaven  the  whole  mass  of  students  with  mili- 
tary knowledge,  no  matter  whether  there  be  a  company,  or  a  regiment,  or 
a  brigade  to  be  handled. 

I  am  not  advocating  the  employment  of  army  officers  to  do  away  with  or 
take  the  place  of  the  student  officers.  The  opportunity  to  command  and  to 
handle  troops  is  a  most  important  part  of  the  military  training  of  the 
student;  but  the  cadet  officer,  as  well  as  the  troops,  should  be  under  the 
watchful  care  and  daily  coaching  of  a  competent  teacher.  The  colleges 
ought  to  take  the  leadership  in  recognizing  this  situation.  The  rule  should 
be  that  no  officer  should  ever  be  required  to  take  charge  of  more  than 
four  hundred  men,  and  that  where  more  than  four  hundred  are  enrolled, 
a  second  officer  should  be  detailed,  and  a  third  when  the  number  exceeds 
eight  hundred  and  so  on.  It  might  be  argued  that  with  but  one  hour  a  day 
for  drill,  the  work  of  these  men  would  be  light.  This  would  not  be  so  if 
they  took  their  duties  seriously  and  really  gave  themselves  to  the  task  of 
building  up  their  work.  Target  practice,  tactic  classes,  art  of  war  and 
advanced  instruction  would  keep  them  busy.  It  may  be  objected  that  the 
number  of  officers  available  under  the  law  of  1893,  under  which  army 
officers  are  now  detailed,  does  not  permit  doubling  the  detail  of  officers 
upon  full  pay  and  allowances  at  one  college,  except  by  depriving  some  other 
institution  of  its  detail.  This,  unfortunately,  is  the  situation  at  present, 
but  is  a  matter  that  can  be  remedied.  The  law  has  been  amended  twice 
to  increase  the  number  of  officers  available,  and  can  be  amended  again  to 
provide  the  number  that  modern  conditions  demand. 

Meanwhile,  there  is  nothing  whatever  in  the  terms  of  the  Morrill  act 
which  requires  that  the  land-grant  colleges  shall  depend  only  upon  army 
officers  to  give  the  instruction  in  military  tactics  which  the  law  prescribes. 
They  may,  if  they  so  desire,  go  out  and  secure  as  military  instructors  any- 
one whom  they  can  find  who  knows  the  subject,  whether  retired  army  offi- 
cer, militia  officer,  or  civilian.  Since  the  War  Department  does  furnish  one 
officer  free  of  charge  to  the  college,  the  temptation  is  very  natural  to  as- 
sume that  the  government's  duty  is  to  supply  more  when  needed,  and, 
therefore,  to  limit  the  training  to  what  the  one  officer  is  capable  of  doing 
until  the  Government  sends  more.  But  I  contend  that  this  is  radically 
wrong  in  principle  and  in  practice,  and  that  there  is  no  reason  why  the  col- 
lege should  feel  absolved  from  further  responsibility  in  the  matter  of  pro- 
viding more  instruction  when  needed.  If  the  War  Department  withdrew 
all  officers,  the  schools  would  still  have  to  provide  military  instruction  just 
the  same. 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.     95 

THE    NEEDS    OF   THE    COUNTRY    AND    OF    THE    COLLEGES    ARE    IDENTICAL. 

My  next  thesis  is  that  it  is  just  as  important,  or  more  so,  to  the 
country  at  large,  and  to  the  War  Department  in  particular,  that  the  mili- 
tary work  of  our  land-grant  colleges  be  strengthened,  as  it  is  to  the  colleges 
themselves.  The  officials  of  the  War  Department  look  at  the  provisions  of 
the  Morrill  act,  and  the  acts  of  1890  and  1907,  as  being  intended  to  remedy 
the  terrible  shortage  of  officers  felt  in  the  Civil  War,  and,  later,  in  the 
Spanish  War.  In  view  of  the  very  small  number  of  graduates  of  land-grant 
colleges  who  go  into  the  Army  or  even  into  the  militia,  and  in  view  of  the 
inability  of  the  War  Department  to  keep  track  of  these  graduates  or  to  have 
any  kind  of  hold  upon  them  in  event  of  war,  these  officials  cannot  see  where 
all  the  millions  that  have  been  poured  into  these  colleges  have  thus  far 
done  anything  in  particular  to  improve  the  military  preparedness  of  the 
United  States.  They  partly  overlook  the  very  wide  dissemination  over  the 
country  of  educated  men  who  have  had  some  military  knowledge  and  ex- 
perience, and  who  doubtless  would  flock  to  the  colors  in  time  of  need,  but 
their  dissatisfaction  and  unwillingness  to  place  their  trust  on  such  an  in- 
tangible military  asset  is  entirely  natural.  It  simply  means,  in  event  of 
a  sudden  expansion  of  the  Army  in  war  time,  that  we  shall  have  a  recur- 
rence of  the  conditions  of  the  Civil  War,  except  that  we  now  have  a  popu- 
lace somewhat  better  trained  in  military  science  from  which  to  select. 

With  the  War  Department  looking  at  our  work  in  this  light,  we 
cannot  expect  the  Government  to  give  us  more  help  unless  we  can  show 
very  clearly  that  our  inefficiency  from  the  military  standpoint  is  not  wholly 
our  own  fault,  that  we  desire  to  rectify  the  situation,  and  that  we  cannot 
do  so  without  further  assistance  and  cooperation. 

In  order  to  prove  this  contention,  it  will  be  necessary  to  discuss  briefly 
the  military  preparedness  of  the  United  States. 

Size  of  the  Army.  The  present  status  of  the  Army  is  not  satisfactory 
to  those  who  are  in  it  or  those  who  are  out  of  it,  so  far  as  the  latter  have 
knowledge  of  the  facts.  It  is  very  small,  considering  the  population,  ex- 
tent, and  exposure  of  the  country.  It  is,  we  hope,  very  efficient  for  its  size, 
and  we  believe  that  it  would  give  a  very  excellent  account  of  itself,  as  long 
as  it  lasted,  in  a  serious  war.  Its  weak  spot  is  that  it  has  no  efficient  re- 
serve which  could  be  mobilized  in  time  of  trouble. 

To  create  a  reserve,  two  things  are  necessary — competent  officers  and 
willing  men.  The  officers  must  be  competent  as  well  as  willing,  for  an  offi- 
cer cannot  be  made  in  a  day,  no  matter  how  much  good-will  he  brings  to 
the  task.  In  short,  a  competent  officer  is  a  highly  trained  professional 
man,  whose  education  and  experience  must  cover  five  years  at  least.  With 
competent  officers,  willing  men  can  soon  be  made  into  an  effective  military 
asset.  The  problem  of  officering  the  reserve  is  the  real  problem,  and  the 
one  in  which  the  schools  can  assist  in  the  solution. 

The  militia  reserve.  To  supply  a  reserve,  two  plans  have  been  con- 
sidered. The  first  one  is  to  nationalize  the  state  militia  under  the  Dick  act. 
This  has  been  a  good  measure  and  is  doing  a  good  deal  that  it  was  hoped  it 
would  do.  It  has  greatly  improved  the  efficiency  of  the  rank  and  file  of  the 
militia.  It  has  trained  their  officers  somewhat.  It  has  welded  them  more 
closely  into  a  really  national  body,  but  it  has  not  increased  the  strength 
of  the  militia  force,  nor  has  it  removed  its  one  greatest  source  of  weakness — 
the  elected  officer.  The  highest  grade  of  military  discipline  can  never  be 
developed  where  the  officers  hold  office  by  the  suffrage  of  the  rank  and  file. 
The  militia,  therefore,  does  not  constitute  an  efficient  reserve,  either  in  num- 
bers or  in  quality,  and  it  certainly  could  not  be  depended  upon  to  supply 
many  extra  officers  for  the  speedy  recruiting  of  a  still  larger  volunteer 
force. 

The  veteran  reserve.  A  second  plan  for  recruiting  a  reserve  has  been 
to  keep  in  touch  with  all  discharged  soldiers  of  the  army,  so  that  they  could 
be  quickly  called  together  in  time  of  need.  No  money  is  now  available 
for  this  purpose,  and,  hence,  the  men  have  no  sufficient  inducement  to  keep 
the  War  Department  advised  of  their  whereabouts  and  do  not  do  so.  Until 
Congress  passes  legislation  for  a  paid  reserve,  we  shall  continue  to  make 
little  or  no  headway  in  this  important  phase  of  our  national  defense.  The 
discharged  soldiers  are  not  of  proper  caliber  for  commissioned  officers  in 
any  case,  and,  hence,  do  not  touch  the  problem  we  are  considering. 


96  MILITARY  EDUCATION  IN   THE  UNITED   STATES. 

West  Point  and  the  private  military  schools.  West  Point  for  a  long 
time  has  not  been  able  to  fill  the  ordinary  vacancies  of  our  regular  stand- 
ing army.  Every  year  a  considerable  number  of  vacancies  are  filled  with 
fairly  efficient  graduates  of  private  military  schools,  a  very  few  graduates 
from  land-grant  colleges,  and  some  from  civil  life  with  a  minimum  of  fitness 
or  efficiency.  A  few  officers  are  also  secured  from  the  rank  and  file  of  the 
Army,  after  passing  rigid  examinations.  All  combined,  these  sources  are 
barely  able  to  supply  the  needs  of  our  small  standing  army,  and  would, 
therefore,  not  be  able  to  make  much  of  a  showing  in  providing  officers  for 
a  reserve  or  a  volunteer  army. 

The  McKellar  proposition.  There  is  now  pending  before  Congress  a 
bill  (H.  R.  8661)  to  establish  and  maintain  military  training  schools  in  the 
several  states  and  the  District  of  Columbia.  These  schools  must  have  not 
less  than  three  hundred  students  per  annum.  They  will  be  given  an  annual 
federal  appropriation  of  $80,000,  and  a  state  appropriation  of  $40,000.  The 
total  annual  federal  appropriation  contemplated  is  $3,920,000.  To  teach 
military  science  in  these  forty-nine  schools,  on  a  plane  of  efficiency  com- 
parable with  West  Point,  or  even  the  better  grade  of  private  military  schools, 
would  require  from  three  to  six  army  officers  per  school,  exclusive  of  the 
instructors  for  civil  subjects.  This  would  require  from  one  hundred  and 
fifty  to  two  hundred  officers  at  the  least,  which  would  add  $500,000  to  the 
cost  of  the  plan.  The  Secretary  of  War  has  refused  to  approve  this  bill 
and  has  urged  that  such  a  sum  of  money  should  rather  be  used  to  establish 
a  paid  reserve. 

The  Army  student  camps.  There  have  been  recently  established  two 
student  camps,  one  in  California  and  one  in  Pennsylvania,  conducted  by  the 
Army  for  the  benefit  and  training  of  students  in  military  schools,  including 
land-grant  colleges.  These  camps  last  six  weeks  and  have  been  attended 
by  less  than  two  hundred  and  fifty  students.  Attendance  is  voluntary  and 
students  must  pay  their  way  to  and  fro,  but  are  subject  to  no  expense 
except  subsistence  while  in  camp.  Any  student  who  becomes  dissatisfied 
can  withdraw  at  any  time,  so  that  real  military  discipline  is  not  enforcible. 
Fifteen  or  more  officers  are  detailed  to  supervise  and  instruct  at  these 
camps. 

This  experiment  is  a  good  one  as  far  as  it  goes,  but  it  does  not  go  very 
far.  It  undoubtedly  tends  to  stimulate  military  enthusiasm  in  the  young 
men  who  attend  the  camps,  and  also  greatly  assists  in  increasing  their 
military  knowledge  and  competence.  But  on  its  present  basis  it  cannot 
become  a  very  important  measure,  because  the  expense  to  the  student  rules 
out  the  ones  who  are  most  likely  to  make  effective  use  of  such  an  opportunity, 
and  it  gives  the  training  to  young  men  who  are  headed  for  West  Point  and 
the  Army  anyway,  and  who  will  get  the  training  in  time  much  more 
thoroughly.  It  really  touches  the  problem  of  the  reserve  officer  only  to 
a  very  limited  extent. 

The  land-grant  colleges.  The  Government  is  paying  out  annually  under 
the  act  of  1890  and  the  Nelson  amendment  of  1908,  the  sum  of  $2,400,000, 
and  the  land-grant  colleges  are  also  receiving  many  millions  more  from 
the  fruits  of  the  original  Morrill  act,  which  sums  are  not  now  a  tax  upon 
the  Government's  resources.  This  great  sum  of  money  goes  to  a  large 
group  of  land-grant  colleges  which  are  required  to  teach  military  science 
as  a  condition  of  their  existence.  They  are  doing  so  in  such  a  perfunctory 
and  spiritless  way  that  the  War  Department  can  see  little  practical  return, 
so  far  as  military  preparedness  is  concerned.  The  Secretary  of  War,  in  a 
recent  report  to  a  congressional  committee,  says: 

"In  this  connection  it  may  not  be  improper  to  invite  your  attention  to 
the  fact  that  there  is  now  and  has  been  for  many  years  in  each  of  the 
several  states  an  agricultural  and  mechanical  college  aided  by  the  Federal 
Government,  where  the  law  requires  that  military  education  be  given  with 
a  view  to  training  young  men  to  act  as  subalterns  of  volunteers.  These 
colleges  were  created  by  the  Morrill  act  of  1862  and  were  further  endowed 
and  supported  by  the  second  Morrill,  the  Nelson,  and  subsequent  acts.  By 
these  acts  Congress  sought  to  prevent  in  the  future  the  serious  shortage  of 
the  Civil  War  in  officers  and  provided  liberally  in  funds  for  this  purpose, 
and  yet,  in  spite  of  the  earnest  endeavors  of  the  War  Department,  extending 
over  a  period  of  years,  the  purpose  of  Congress  has  been  largely  defeated, 
while  at  the  same  time  its  appropriations  have  been  used.  This  is  due  to 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.     97 

the  failure  of  the  acts  to  be  specific  in  stating  what  shall  be  done  and  the 
failure  to  provide  a  penalty  for  the  institutions  not  carrying  out  the  purpose 
of  the  acts." 

THE    LOGIC    OF    THE    SITUATION. 

In  all  this,  two  facts  stand  out  clearly.  The  first  is  that  it  is  the 
obvious  duty  of  the  Government,  instead  of  embarking  upon  new  and  ex- 
pensive experiments,  like  the  McKellar  bill,  to  take  hold  of  its  present 
machinery  and  make  it  go;  and  the  second  is  that  it  is  obviously  the  duty 
of  the  land-grant  colleges  to  wake  up  to  this  part  of  their  obligation  to 
the  Government,  and,  besides  removing  all  obstacles  of  their  own  making 
which  stand  in  the  way,  to  set  themselves  seriously  to  make  some  actual 
military  output  of  a  quality  which  the  Government  can  recognize  and  use. 

Neither  the  Government  nor  the  colleges,  operating  separately  or  alone, 
can  succeed  in  this  matter.  It  is  a  matter  for  cooperation.  We  already 
have  the  organization  for  doing  what  is  needed.  No  new  one  is  needed. 
With  a  few  simple  changes,  the  whole  system  can  be  made  to  work  suc- 
cessfully and  economically,  to  the  great  saving  of  the  Government  in  its 
quest  for  more  officers,  and  to  the  much  greater  efficiency  of  the  colleges. 

Here  are  the  things  which  ought  1o  be  done: 

First.  Pass  an  act  defining  a  reasonable  minimum  of  military  instruc- 
tion which  every  land-grant  college  would  have  to  maintain.  This  mini- 
mum should  include: 

(a)  Not  less   than  two   years   of  military   drill   for   all   students,   ex- 

cept  those   exempted   for   cause. 

(b)  Not  less  than  three  separate  periods  per  week  under  military  con- 

trol, with  not  less  than  one  hour  per  period. 

(c)  The   discipline   during   military    drill    periods   to   be    strict,   with 

insubordination  punishable  by  suspension  from  college. 

(d)  The  instruction  to  comprise  drill  in  manual  of  arms,  squad,  com- 

pany, battalion  and  regimental  drills,  military  ceremonies, 
target  practice,  skirmish  drill,  outpost  duty,  and  not  less  than 
one  week  of  camp  per  year,  and  class  room  instruction  in  tactics, 
and  in  the  care  of  men  and  sanitation  of  camps. 

Second.  Pass  an  act  requiring  the  frequent  examination  of  the  effi- 
ciency of  this  work  by  the  War  Department,  with  power  not  only  to  with- 
draw their  officers  from  the  institution  failing  to  maintain  proper  standards, 
but  also  to  enjoin  further  payments  under  the  act  of  1890  and  the  Nelson 
amendment,  until  the  case  of  the  college  in  question  had  been  brought  for 
adjudication  before  some  authority  designated  by  the  President. 

Third.  Amend  the  act  of  1893  which  limits  the  number  of  army  offi- 
cers who  may  be  detailed  to  educational  institutions  to  one  hundred,  so  as 
to  make  it  possible  to  detail  one  active  or  retired  officer  under  full  pay  and 
allowances  for  each  four  hundred  students  under  military  discipline. 

Fourth.  Pass  an  act  requiring  all  land-grant  colleges  to  which  two  or 
more  officers  are  detailed,  to  provide  a  four-year  course  in  military  engineer- 
ing, said  course  to  include,  beside  the  fundamentals  of  a  good  engineering 
education,  four  years  of  military  drill,  and  instruction  in  such  courses  in 
advanced  military  subjects  as  the  Secretary  of  War  may  prescribe. 

Fifth.  Pass  an  act  permitting  the  Secretary  of  War  to  appoint  all 
graduates  of  such  military  engineering  courses  as  second  lieutenants  in  the 
army  for  a  period  of  one  year  following  their  graduation,  with  full  pay 
and  allowances,  at  the  end  of  which  time  their  appointment  may  become 
permanent,  if  vacancies  exist,  or  they  may  go  into  civil  life,  retaining  their 
commissions  as  officers  of  the  reserve. 

Sixth.  Encourage  the  respective  states  to  pass  laws,  connecting  cadet 
regiments  in  the  land-grant  colleges  with  the  national  guard  of  those  states, 
in  the  same  general  relation  that  the  United  States  Military  Academy  bears 
to  the  United  States  Army,  to  the  end  that  the  military  equipment  now 
furnished  to  the  national  guard  by  the  War  Department  may  be  available  to 
the  cadet  regiments  as  well,  and  that  the  officers  now  detailed  in  the 
several  states  to  inspect  and  instruct  the  militia  may  be  available  for  simi- 
lar purposes  for  the  cadet  regiments,  and  also  to  the  end  that  the  students, 
who  do  not  graduate  in  the  proposed  military  engineering  course  but  who 
take  an  interest  in  military  affairs,  may  be  more  readily  absorbed  into  and 
become  a  part  of  the  militia  of  the  states  upon  leaving  college. 
7 


98  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

This  sixth  item  is  really  of  very  great  importance,  for  the  reason  that 
the  army  officers  now  detailed  to  the  militia  could,  without  any  additional 
expense  to  the  War  Department,  do  a  large  part  of  the  work  proposed  in 
the  other  parts  of  this  scheme,  and  because  the  artillery,  cavalry,  signal 
corps,  hospital  and  camp  equipment  now  in  the  state  arsenals  could  be  made 
vastly  more  efficient  and  useful  than  it  now  is  without  in  any  way  de- 
creasing its  value  for  the  present  purposes.  In  short,  the  War  Department 
has  now  in  the  various  states,  officers  and  equipment  enough  to  carry  out 
the  major  part  of  the  above  plan  without  additional  cost. 

CONCLUSION. 

The  duty  of  the  Land-Grant  College  Engineering  Organization  seems  to 
me  perfectly  clear.  It  cannot  by  its  own  legislation  bring  any  of  these 
things  to  pass.  It  can  appoint  a  committee  on  military  education  to  study 
the  whole  subject  and  to  find  out  how  far  their  respective  land-grant  col- 
leges would  care  to  cooperate  towards  the  attainment  of  these  ends,  and, 
after  conference  with  the  War  Department,  to  prepare  legislation  for  sub- 
mission to  Congress  and  to  the  several  state  legislatures. 

The  present  is  the  psychological  moment  for  this  organization  to  act. 
The  War  Department  is  considering  various  plans  to  get  more  officers  for 
a  reserve  and  for  active  duty.  Thus  far  none  of  them  have  been  very 
productive.  Congress  is  considering  new  and  expensive  legislation  to  create 
new  military  schools,  duplicating  what  we  already  have.  If  we  step  for- 
ward now  and  show  both  the  War  Department  and  Congress  where  they 
can  save  money  and  gain  their  ends  more  efficiently,  and  at  the  same  time 
add  greatly  to  the  effectiveness  of  our  own  colleges,  we  shall  have  most 
richly  justified  our  existence  as  an  organization. 

May  I  say  in  addition  that  the  one  thing  that  it  seems  to  me  is  the 
most  important  in  this  whole  discussion  is  the  recommendation  that 
there  shall  be  a  specific  military  engineering  course  in  the  land-grant  col- 
leges, a  course  which  will  have  a  military  outcome,  just  as  we  now  have  a 
civil  engineering  course  and  produce  civil  engineers,  or  a  mechanical 
course  and  produce  mechanical  engineers.  In  view  of  the  governmental 
expenditures  at  these  colleges  we  are  in  duty  bound  to  teach  this  subject. 
The  fact  that  the  War  Department  urgently  needs  a  body  of  men  which  we 
are  not  producing  but  can  produce  and  which  they  are  not  getting  from  any 
other  source,  shows  that  we  have  thus  an  opportunity  to  be  of  incalculable 
benefit  to  the  whole  country.  If  our  engineering  schools  will  devise  a 
simple  course  of  military  engineering,  we  can  yearly  turn  over  to  the 
Government  a  number  of  graduates;  and  the  Government  can,  by  making 
these  men  second  lieutenants  for  a  year,  make  it  well  worth  the  while  of 
any  young  man  to  take  such  a  course.  He  would  secure  a  year's  salary 
as  an  army  officer.  Even  if  he  stayed  but  that  one  year,  he  would  still  be 
a  trained  soldier,  available  in  time  of  war.  At  present  the  Morrill  act 
is  simply  slightly  upgrading  the  military  intelligence  in  the  population  at 
large,  and  it  is  failing  to  produce  a  highly  specialized  product. 

THE  ACTING  CHAIRMAN.  We  will  now  have  the  pleasure  and  honor  of 
hearing  from  General  Leonard  Wood,  Chief  of  Staff  of  the  United  States 
Army. 

ADDRESS   OF   MAJOR   GENERAL   LEONARD   WOOD,    CHIEF   OF    STAFF, 
UNITED   STATES   ARMY. 

One  of  the  most  encouraging  signs  of  our  military  situation  is  found 
in  the  paper  which  has  been  presented  here  today.  It  outlines  what  the 
Department  is  trying  to  do  in  the  way  of  establishing  more  effective  re- 
lations with  the  educational  institutions  maintaining  courses  in  military 
instruction.  It  presents  a  most  intelligent  grasp  of  the  situation  with 
which  we  are  confronted.  The  Department  is  most  anxious  to  give  more 
assistance  to  the  military  departments  of  these  land-grant  colleges  than 
has  been  given  in  the  past.  By  assistance  I  mean  assistance  in  the  sense 
of  getting  in  touch  with  these  departments  through  the  school  section  of 
the  general  staff  and  bringing  about  a  better  understanding  and  a  fuller 


WrVv 

I 

ixy% 


MAJOR  GENERAL  LEONARD  WOOD,  U.   S.  ARMY, 
Chief  of  Staff  April  22,   1910,  to  April  21,  1914. 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.     99 

measure  of  cooperation.  The  main  difficulty  we  have  nowadays  is  to  se- 
cure suitable  officers  for  this  college  work,  for  officers,  like  other  men,  are 
not  all  fitted  to  teach;  they  are  not  all  possessed  of  those  peculiar  qualities 
which  attract  young  men  and  make  a  task  sometimes  uninteresting,  inter- 
esting. In  other  words,  there  are  many  admirable  officers  who  are  not 
adapted  to  take  hold  of  the  work  at  institutions  such  as  you  gentlemen 
represent.  You  have  outlined  in  this  paper  a  plan  for  securing  reserve 
officers  which  is  on  a  line  with  one  which  I  have  presented  from  time 
to  time  during  the  past  year.  I  believe  the  idea  is  a  sound  one,  and 
one  to  which  we  can  turn  with  the  certainty  of  securing  efficient  officers  for 
a  reserve  who  will  be  available  in  time  of  war.  It  has  always  been  my 
conviction  that  we  must  make  a  rational  preparation  for  war.  Our  people 
do  not  seem  to  understand  that  wars  are  not  emotional  affairs;  that  they 
are  governed  by  great  influences.  Governments  do  not  make  wars,  but 
are  generally  simply  the  instruments  of  the  people  in  declaring  war. 
Wars  are  really  declared  by  the  people  and  officially  announced  by  the 
Government,  and  they  are  brought  about  by  influences  almost  as  uncontrol- 
lable as  the  seasons. 

We  all  believe  in  the  largest  possible  measure  of  arbitration,  but  we 
all  know  that  there  are  some  things,  like  citizenship  and  other  matters 
which  pertain  strictly  to  us,  which  are  not  open  to  arbitration.  Much  as 
we  wish  to  avoid  war  we  shall  inevitably  be  confronted  with  it  in  the  future 
as  we  have  been  in  the  past.  If  we  were  called  upon  to  mobilize  a  force 
to  meet  the  early  stages  of  a  war  with  a  first-class  power — and  you  must 
remember  that  we  have  never  had  such  a  war,  or  at  least  we  have  never 
fought  such  a  war  unaided — we  should  require  a  minimum  of  600,000  men. 
That  it  is  not  a  large  number  is  apparent  when  one  remembers  that  in 
the  Civil  War  there  were  2,600,000  men  in  the  Northern  armies  and  over 
1,000,000  in  the  Southern  armies.  In  view  of  the  length  of  our  two  coast 
lines,  it  is  a  very  small  number;  and  that  is  all  we  are  trying  to  arrange 
for.  Now  the  regular  army  and  the  militia  under  their  present  organization, 
together  would  not  furnish  more  than  150,000  dependable  troops,  and  we 
should  have  to  raise  about  450,000  men  from  the  population.  You  hear 
much  talk  about  our  tremendous  military  resources — undeveloped  resources 
is  the  term  most  commonly  used — and  used  with  a  certain  sense  of  satis- 
faction by  those  who  understand  nothing  of  what  preparation  means.  Unde- 
veloped military  resources  are  just  about  as  useful  in  time  of  war  as  an 
undeveloped  gold  mine  in  Alaska  in  a  panic  on  Wall  Street.  It  is  a  valuable 
asset  if  you  have  time  to  develop  it,  but  not  otherwise,  and  it  will  not 
help  you  during  the  crisis.  You  have  just  seen  a  great  war  with  the  de- 
cisive battles  fought  in  the  first  month.  Wars  are  coming  that  way. 
Modern  wars  come  quickly,  and  when  they  come  upon  us,  whoever  our 
antagonist  may  be,  he  will  take  advantage  of  the  fact  that  we  are  never 
ready,  and  war  will  be  made  with  more  than  usual  promptness  in  order 
that  we  may  not  be  able  to  assemble  even  such  scanty  organized  and 
trained  resources  as  we  have. 

How  are  we  going  to  get  officers  for  these  450,000  men?  This  is  a 
serious  question.  It  means  at  least  15,000  to  16,000  officers.  Where  are 
they  coming  from?  Officers  cannot  be  created  over  night.  We  had  for 
a  long  time  a  reserve  force  of  officers,  men  who  fought  in  the  Civil  War. 
We  had  in  the  North  probably  two  million  men,  most  of  whom  had  had 
military  instruction,  and  many  of  them  service  in  war.  In  the  South  there 
were  probably  a  million  who  had  had  military  service  and  experience.  In 
this  great  mass  of  men  there  were  many  thousands  of  officers.  For  twenty 
years  after  the  Civil  War  many  of  them  were  available  and  still  of  an  age 
which  rendered  them  fit  for  military  service.  They  are  no  longer  available, 
and  our  supply  of  officers  must  come  from  some  other  source.  I  believe 
we  could,  acting  upon  the  joint  recommendation  of  the  president  of  the 
university  and  the  officer  of  the  Army  in  charge  of  the  military  department, 
select  each  year  from  the  five  or  six  thousand  graduates  of  colleges  and 
schools  having  military  instruction,  five  hundred  young  men  who  had  taken 
the  military  course  creditably  and  appoint  them,  subject  only  to  physical 
examination,  as  provisional  second  lieutenants  in  the  different  arms  of 
the  service — coast  artillery,  field  artillery,  infantry  and  cavalry — and  pay 
them  for  that  year  the  full  pay  of  a  second  lieutenant,  which  with  allow- 
ances, is  worth  from  about  $2,200  to  about  $2,400  a  year.  A  young  man 


100  MILITARY  EDUCATION  IN   THE  UNITED   STATES. 

who  is  fairly  economical  and  careful  ought  to  be  able  to  leave  the  service 
with  a  minimum  of  $800  at  the  end  of  the  year.  We  should  not  require 
the  more  expensive  uniforms  but  only  the  working  outfit.  This  scheme 
would  give  us  as  reserve  officers,  young  men  who  have  had  from  2  to  4 
years  in  a  military  school  under  the  direction  of  an  army  officer  and  one 
year  in  the  regular  establishment.  They  would  be  better  trained  reserve 
officers  than  are  most  of  those  in  foreign  armies.  It  would  be  an  economical 
and  easy  way  of  securing  officers  and  would  tend  to  popularize  military 
instruction  in  these  colleges  and  schools. 

The  War  Department  itself  has  been  rather  inert  until  recently  in 
the  matter  of  military  education.  This  inertness  was  due  to  the  fact  that 
up  to  the  time  of  the  Spanish-American  War  we  were  dealing  with  a  police 
situation — the  Indian  situation.  We  had  a  small  and  highly  efficient  Army, 
we  encouraged  reenlistments,  we  forgot  all  about  the  emergencies  that 
would  arise  in  the  case  of  a  war  with  a  first-class  foreign  power,  and 
drifted  on  without  thought  of  the  military  situation  that  confronts  this 
country  and  will  confront  it  in  case  of  such  a  war.  Lately,  the  general 
staff  has  been  considering  the  question  of  reserves  of  men  and  of  officers. 
We  shall  eventually  solve  the  difficulty.  We  must  have  behind  the  regu- 
lar Army  an  adequate  reserve  and  behind  the  militia  a  strong  reserve, 
because  we  cannot  develop  the  men  quickly — nothing  less  than  three  months 
at  least — and  war  will  come  very  quickly  when  it  comes  upon  us.  The 
very  fact  that  we  are  unready  will  be  an  inducement  for  suddenness. 

We  are  trying  to  encourage  a  reserve  idea  in  our  militia  and  for  the 
regular  Army,  and  I  think  we  will  be  successful.  If  this  Association  will 
push  forward  the  recommendations  made  in  this  paper,  it  will  find  the 
War  Department  in  a  receptive  mood,  and  anxious  to  cooperate  wherever 
possible.  Once  we  can  plant  in  the  minds  of  the  people  sound  ideas  of 
military  efficiency  and  a  true  idea  of  our  military  history — which  few 
possess — we  shall  begin  to  get  an  intelligent  response. 

The  doctrine  we  are  preaching  to  the  people  is  the  maximum  number 
of  men  instructed  to  be  soldiers  with  the  minimum  interference  with 
their  economic  careers;  that  is,  the  maximum  number  of  men  who  have 
had  training  enough  to  make  them  reasonably  efficient  soldiers,  under  con- 
ditions which  will  return  them  to  civil  life  with  the  minimum  loss  of  time, 
and  so  instructed  as  to  be  available  as  soldiers  when  required.  The  eco- 
nomic value  of  military  training  is  very  great.  Men  thus  trained  are  more 
effective  in  their  work,  more  responsive,  more  respectful  of  authority,  do 
things  more  promptly  and  do  them  exactly  as  they  are  told  to  do  them, 
which  makes  them  all  around  better  working  men.  Almost  without  ex- 
ception, the  thinking  men  in  the  larger  European  countries  are  agreed  that 
two  years'  service  in  their  armies  are  a  distinct  gain  to  the  Nation;  that  as 
a  result  a  man  when  he  comes  out  is  a  better  workingman,  a  better  machine, 
more  observant  of  instructions  given  him,  and  acts  more  promptly  and 
efficiently,  and  that  the  time  spent  in  undergoing  military  instruction  is 
not  time  lost  any  more  than  that  spent  in  instruction  in  a  school  or  college. 
He  is  being  trained  for  something,  trained  for  systematic,  concerted  ef- 
fort. He  is  a  better  citizen. 

Then  there  is  the  humane  side  of  preparation  to  be  considered.  If 
you  were  asked  to  put  crews  of  untrained  men  into  the  life  boats  on  our 
Atlantic  coast,  to  handle  them  in  case  of  necessity,  you  would  object  strenu- 
ously. You  would  say:  "These  men  are  untrained.  It  is  criminal  to  put 
them  into  these  boats.  They  do  not  know  how  to  handle  them,  they  do 
not  know  how  to  row."  Yet  we  go  on  deliberately,  as  a  people,  and  turn 
out  thousands  of  youngsters  under  incompetent  officers  under  conditions 
more  serious  than  those  of  any  local  storm.  We  throw  their  lives  away 
with  brutal  recklessness;  too  stupid  to  prepare,  we  waste  wantonly. 

We  are  preaching  preparedness,  not  militarism.  We  want  to  get,  and 
are  getting,  the  cordial  support  of  men  like  yourselves.  I  hope  you  will 
all  get  behind  the  recommendations  made  in  this  paper.  On  the  part  of 
the  War  Department  I  can  assure  you  that  the  Secretary  of  War  is  deeply 
sympathetic  with  what  you  are  trying  to  do.  We  are  trying  to  develop  a 
sense  of  responsibility  in  the  young  men  of  this  country,  a  sense  of  re- 
sponsibility towards  their  military  duty.  We  educate  them  to  perform  all 
sorts  of  civil  duties,  but  do  not  give  sufficient  attention  to  their  military 
duties. 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND-UNIA/RRSl^liiJtS.   401 

We  do  not  seek  to  make  professional  soldiers  or  jingoes,  but  we  do 
want  to  plant  in  our  people  a  sensible  and  sane  idea  of  preparation,  what  it 
means,  and  what  its  value  is;  its  value,  not  only  as  tending  to  the  im- 
provement of  our  fighting  force,  but  its  value  as  a  matter  of  humanity,  be- 
cause if  we  are  well  prepared,  war  will  not  be  thrust  upon  us,  and  if  it  is 
thrust  upon  us,  we  will  be  able  to  make  it  short  and  carry  it  through 
with  a  minimum  of  loss,  because  our  officers  and  men  will  know  how  to 
perform  their  duties  efficiently. 

ADDRESS  OF  CAPTAIN  S.  J.  BAYARD  SCHINDEL,  WAR  COLLEGE  DIVISION, 
GENERAL   STAFF,   UNITED   STATES  ARMY. 

Dean  Orton  has  clearly  indicated  what  the  War  Department  is  trying 
to  do.  Its  action  in  any  given  case  depends  largely  upon  the  report  of  the 
college  inspection  board.  The  land-grant  college  presidents  know  of  what 
this  board  consists,  what  its  duties  are,  and  how  its  inspections  are  carried 
out.  This  year's  inspection  showed  several  things;  that  the  work  of  the 
officers  on  detail  at  many  colleges  was  indifferently  regarded  by  the  faculties, 
whereas  at  other  colleges  it  met  considerable  encouragement;  that  fre- 
quently facilities  were  not  afforded  for  carrying  out  field  exercises,  or  for 
adequately  preparing  students  for  their  duties  as  competent  officers  in 
time  of  war. 

College  military  training  is  really  divided  into  two  parts;  first,  the 
ordinary  drill,  a  mere  mechanical  proposition  which  inculcates  discipline 
and  concentration  of  effort  and  mind  on  the  part  of  the  soldier,  but  does 
not  prepare  him  altogether  for  field  duties;  and,  second,  field  training. 
In  this  latter  line  of  work,  i.  e.,  field  training  proper,  the  War  Department 
is  most  interested.  It  must  usually  be  conducted  outside  the  ordinary 
limits  of  college  grounds,  on  the  road,  where  plenty  of  varied  ground  is  to 
be  found  and  where  the  different  formations  can  be  explained. 

In  those  schools  where  the  facilities  for  field  training  exist,  the  bat- 
talion has  been  found  to  be  up  to  a  good  standard  in  this  respect.  In 
other  schools,  where  more  time  is  put  on  ordinary  drill  and  instruction,  it 
is  thought  that  the  graduates  are  not  up  to  the  required  standard.  It  is 
right  here  that  Dean  Orton  has  struck  the  key-note.  Through  the  engineer- 
ing department  we  expect  to  train  a  man  so  that  he  has  an  eye  for  ground, 
so  that  he  can  recognize  the  localities  best  calculated  to  teach  the  various 
duties  of  the  infantry  soldier.  Through  the  engineering  department  the 
cadet  is  taught  those  subjects  which  are  necessary  for  the  building  of  the 
lines  of  communication,  the  arteries  through  which  the  food  and  other 
army  supplies  must  flow.  These  subjects  must  be  considered  the  real  basis 
of  military  education  so  far  as  scientific  attainments  go;  hence  I  believe  his 
suggestions  most  pertinent. 

The  War  Department,  as  General  W°°d  has  said»  sympathizes  with 
any  effort  on  the  part  of  the  colleges  to  improve  this  work  and  to  accord 
to  the  military  department  a  status  equal  to  that  of  other  collegiate  de>- 
partments.  In  many  colleges  the  engineering  department  feels,  as  does 
the  military  department,  that  it  receives  less  encouragement  than  does 
the  department  of  agriculture.  This  feeling  is  acute  in  some  places.  It 
is  to  be  hoped  that  through  cooperation  with  the  war  department  the  work 
of  the  entire  cadet  force  at  the  several  colleges  may  be  brought  up  to  such 
a  standard  that  the  graduates  of  a  land-grant  college  will  possess  the  same 
attainments,  so  far  as  military  training  is  concerned,  as  do  the  graduates 
of  the  best  military  schools.  The  war  department  is  sympathetic  with  the 
ideas  broached  by  Dean  Orton  and  seeks  your  cooperation  in  raising  the 
standard  of  the  work  which  is  being  done  by  collegiate  military  depart- 
ments. 

The  many  opinions  of  distinguished  educators  and  Army  officers 
included  in  the  preceding  references  to  military  instruction  in  land 
grant  colleges  affords  a  most  excellent  view  into  the  present  status  of 
this  branch  of  education  in  these  schools.  That  there  is  a  woeful  lack 
of  uniformity,  coordination  and  system  cannot  be  denied.  This  will 


102  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

be  still  further  emphasized  in  the  description  of  the  work  in  each  of  the 
institutions  which  follows  later  in  this  chapter.  A  prediction  is  ven- 
tured that  the  next  few  years  will  witness  a  decided  improvement  of 
this  work,  and  the  change  will  be  brought  about  through  the  initiative 
of  the  War  Department  and  the  more  progressive  institutions,  and  the 
acquiescence  of  the  more  backward  colleges  and  universities  affected. 

Before  closing  the  general  discussion  and  taking  up  the  work  as 
administered  in  the  several  colleges  and  universities  a  few  observations 
and  opinions  are  added. 

The  class  of  military  work  done  by  the  land  grant  colleges  has  not 
been  as  a  general  thing  satisfactory  to  the  schools  nor  to  the  Govern- 
ment. There  are  several  conditions  that  have  contributed  to  this, 
among  the  most  notable  being  the  frequency  of  the  change  of  officers  at 
the  institutions  as  professors  of  military  science  and  tactics.  These 
officers,  if  on  the  active  list  of  the  Army,  are  detailed  for  this  duty 
for  but  three  years.  They  no  more  than  get  into  the  ways  of  the 
college  and  students  attending  their  classes  before  they  are  in  turn  re- 
lieved by  another  three-year  man.  This  system  makes  it  difficult 
to  maintain  a  continuous  military  policy  at  any  particular  school. 

Another  reason  for  unsatisfactory  results  is  that  quite  a  few 
officers  designated  for  this  work  are  unsuited  for  the  duties.  An 
officer  may  be  a  most  excellent  company  commander  or  an  efficient 
staff  officer,  or  perform  other  military  duties  in  a  satisfactory  manner, 
and  yet  be  wholly  out  of  place  for  duty  as  a  professor  in  a  college. 
College  students  are,  as  a  class,  entirely  different  from  enlisted  men  of 
the  Army.  Any  methods  successful  with  one  class  frequently  prove  a 
total  failure  in  getting  satisfactory  results  with  the  other.  Some 
officers  fail  to  appreciate  this,  and  friction  follows. 

While  the  causes  just  mentioned  lead  in  many  instances  to  more 
or  less  failure  in  the  military  instruction  at  land  grant  colleges,  there 
are  other  weaknesses  of  the  system  that  probably  contribute  in  a  much 
larger  degree  than  those  named.  The  most  noteworthy  of  these  is  the 
lack  of  sympathy  with  the  military  department  on  the  part  of  the 
faculty  of  many  of  these  institutions.  College  professors  as  a  general 
thing  are  men  of  peace.  Few  of  them  have  had  any  military  training, 
and  with  the  exception  of  those  in  the  departments  of  history  but  few 
have  made  any  special  study  of  the  question  of  national  defense.  They 
are  inclined  to  look  upon  the  military  as  a  needless  expenditure  of 
energy  and  resources,  and  upon  military  men  as  consumers  contribut- 
ing nothing  to  the  world.  The  support  the  military  departments  receive 
as  a  result  of  this  sentiment  is  limited  entirely  to  that  which  the  authori- 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   103 

ties  of  the  institution  think  necessary  to  keep  within  the  letter  of  the 
law  prescribing  military  instruction  at  these  institutions. 

This  attitude  of  the  governing  authorities  and  members  of  the 
faculty  has  had,  in  many  instances,  a  discouraging  effect  upon  the 
officer  detailed  by  the  War  Department  to  carry  out  the  provisions  of 
the  Morrill  act  at  these  colleges  and  universities.  When  the  officer 
arrives  at  the  institution  he  naturally  feels  very  new.  Although  he  has 
been  detailed  to  the  institution  with  the  full  rank  of  professor,  his  very 
newness  and  lack  of  touch  with  things  in  general  is  not  calculated  to  give 
him  any  great  confidence  in  taking  active  part  in  faculty  meetings  and 
other  college  activities  where  the  interests  of  his  department  should  be 
looked  after.  As  a  consequence,  unless  there  happen  to  be  members  of 
the  academic  faculty  who  champion  the  military  cause,  it  frequently  re- 
ceives from  the  institution  just  such  support  as  will  "get  by  the  law." 

Another  tendency  which  has  contributed  to  difficulties  of  military 
instruction  is  the  failure  of  many  of  these  educational  institutions  to 
give  the  proper  weight  to  military  subjects.  A  number  of  universities 
at  this  time  are  giving  but  one  hour's  credit  for  three  hours'  work  in 
the  military  department.  This  of  course  has  a  strong  tendency  to  cause 
the  students  participating  to  form  an  inadequate  opinion  of  its  im- 
portance. They  naturally  think  no  more  of  the  military  department 
and  its  work  than  the  estimate  placed  upon  it  by  the  faculty. 

Yet  another  tendency  which  has  handicapped  military  instruction 
very  largely  is  the  classification  of  military  instruction  with  athletics. 
There  are  all  sorts  of  rules  and  regulations  at  various  institutions  in 
which  the  military,  athletics  and  physical  culture  are  mixed  up  in  one 
jumbled  mass.  For  instance,  one  institution  will  have  the  rule  that 
students  who  would  otherwise  be  taking  the  military  course  are  ex- 
cused from  this  work  while  they  are  members  of  a  "varsity"  athletic 
team.  Another  institution  will  require  that  a  specified  number  of 
hours  work  be  performed  either  in  the  military  or  the  gymnasium,  and 
so  the  mixture  goes  on,  creating  in  the  minds  of  the  students  the  belief 
that  the  most  they  get  out  of  their  military  periods  is  the  development  of 
their  muscles.  This  has  already  been  provided  for  in  the  gymnasium, 
hence  the  military  is  an  unnecessary  duplication. 

It  is  sometimes  difficult  to  convince  an  educator  that  military  in- 
struction embraces  anything  more  than  mere  "drill"  or  "marching."  It 
is  not  an  unusual  thing  for  a  military  instructor  to  be  confronted  with 
some  such  remark  as  the  following  when  first  meeting  his  future  co- 
workers  upon  his  arrival  at  college  for  duty,  or  on  other  occasions : 
"Oh !  you  are  the  gentleman  who  teaches  the  boys  to  stand  so  straight 


104  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

and  march  so  nicely."  If  the  popular  impression  is  to  be  carried  out  a 
very  proper  reply  to  this  would  be,  "Yes,  and  teach  them  to  two  step 
and  waltz." 

It  is  to  be  regretted  that  the  War  Department  authorities  have  not 
up  to  this  time  made  a  greater  effort  to  impress  the  faculty  of  the  vari- 
ous institutions  which  are  beneficiaries  of  Government  appropriations 
with  the  comprehensiveness  of  the  military  instruction.  It  is  possible 
this  missionary  work  has  been  left  very  largely  to  officers  detailed  to 
college  duty. 

Most  faculties  fail  to  appreciate  the  fact  that  the  officer's  duty  at 
the  institution  is  "to  qualify  students  who  enter  the  military  depart- 
ments of  such  institutions  to  be  company  officers  of  infantry,  volun- 
teers or  militia."  This  is  the  gist  of  the  officer's  instruction  from  the 
War  Department.  The  young  men  taking  the  military  instruction  are 
in  no  sense  being  trained  to  become  privates.  The  language  of  the  in- 
structions to  officers  is  very  plain.  Any  person  having  the  idea  that  the 
instruction  necessary  to  train  a  college  man  or  anybody  else  to  be- 
come an  officer  in  a  volunteer  army,  or  in  the  militia,  consists  in  teach- 
ing him  to  "march,"  or  "stand  straight,"  certainly  has  a  very  wrong 
comprehension  of  the  duties  of  an  officer.  It  is  a  very  desirable  thing 
of  course  to  have  an  officer,  or  a  prospective  officer,  stand  erect  and 
throw  out  his  chest,  and  it  is  also  a  very  desirable  thing  to  teach  him  to 
keep  step,  but  these  two  things  have  but  little  more  relation  to  a 
proper  training  of  an  officer  than  the  learning  of  the  first  three  letters 
of  the  Greek  alphabet  has  to  Greek  art,  or  the  Roman  numerals  have 
to  higher  mathematics.  They  are  scarcely  the  A,  B,  Cs  of  military 
instruction.  They  no  doubt  add  much  to  the  appearance  of  an  officer 
and  contribute  something  to  the  morale  of  his  men,  and  to  popular 
opinion  of  what  an  officer  should  look  like,  but  beyond  this  they  con- 
stitute but  a  starting  point. 

The  above  treatment  of  the  weaknesses  of  the  system  may  in  a 
measure  seem  harsh,  and  if  applied  to  all  the  institutions  which  are 
beneficiaries  of  the  Morrill  act,  it  would  be  unnecessarily  impatient  and 
unjust,  because  there  are  quite  a  number  of  land  grant  institutions 
which  give  a  very  large  measure  of  support  to  the  military  depart- 
ments, the  result  is  at  once  evident  in  the  increased  efficiency  of  the 
student  battalion. 

The  wide  difference  in  the  class  of  work  accomplished  in  the 
military  departments  of  the  more  than  half  hundred  land  grant  col- 
leges may  be  traced  in  most  cases  directly  to  the  attitude  of  the  col- 
lege authorities.  While  it  would  be  impossible  to  have  a  good  military 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   105 

department  unless  the  Army  officer  at  the  head  of  it  is  competent  and 
interested  in  his  work,  it  would  be  equally  impossible  for  him  to  build 
up  a  good  corps  of  cadets  without  more  than  a  passive  interest  on  the 
part  of  the  governing  body  of  the  institution. 

There  have  been  numerous  instances  where  the  officers  designated 
for  duty  at  colleges  have  failed  to  lay  aside  the  purely  military  en- 
vironment previously  surrounding  them  and  have  attempted  to  convert 
a  civil  institution  into  a  military  camp.  This  effort  is  of  course  at 
once  resented  and  the  result  invariably  is  strained  relations,  the  mili- 
tary department  being  the  greatest  sufferer  from  such  relations. 

It  is  advisable  at  this  juncture  to  invite  attention  to  the  following 
provision  of  the  rules  and  regulations  laid  down  by  the  War  Depart- 
ment for  the  guidance  of  officers  detailed  at  educational  institutions : 

"In  his  relations  to  the  institution  he  observes  the  general  usages  and 
regulations  therein  established  affecting  the  duties  and  obligations  of  other 
members  of  the  faculty.  He  performs  no  duties  other  than  those  of  in- 
structor in  military  science  and  tactics,  which  may  include  the  duties  of 
commandant  of  cadets,  except  by  special  permission  of  the  War  Depart- 
ment." 

It  is  very  apparent  from  the  above  that  the  War  Department  con- 
templates that  the  officer  on  duty  at  a  college  should  be  in  every  sense 
a  member  of  the  faculty,  observing  all  the  customs,  usages  and  regu- 
lations affecting  other  members  of  its  instructional  corps.  A  failure 
on  the  part  of  some  officers  fully  to  appreciate  this  injunction  has 
handicapped  them  in  their  work  and  in  not  a  few  instances  has  re- 
sulted in  severing  their  connection  with  the  institution.  It  is  true  that 
the  instructions  are  silent  in  regard  to  many  details  of  the  relations 
which  arise,  but  on  the  whole  it  would  be  a  safe  interpretation  to 
state  that  the  president  of  the  college,  or  the  chief  executive  officer, 
bears  the  same  relation  to  an  officer  as  does  his  commanding  officer 
when  he  is  stationed  at  a  military  post.  The  relations  with  the  former 
would  not  ordinarily  be  surrounded  with  as  much  formality  or  as 
strict  discipline  but  there  is  no  reason  why  they  should  not  be.  It  is 
believed  that  better  results  would  often  be  obtained  if  the  officer  would 
constantly  bear  this  in  mind  and  show  the  same  deference  to  his 
superiors  in  the  university  or  college  as  he  would  be  required  to  show 
his  military  superiors  had  he  remained  on  duty  with  his  regiment. 
Not  only  would  his  own  department  be  bettered  by  such  observance 
but  it  would  naturally  have  a  tendency  to  inspire  in  a  small  degree 
the  same  rule  of  conduct  on  the  part  of  at  least  some  of  the  other 
members  of  the  faculty. 


106  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

It  will  be  noted  that  the  War  Department  instructions  permit  the 
officer  to  perform  no  duty  other  than  that  of  professor  of  "military 
science  and  tactics,"  which  may  include  the  duties  of  "commandant  of 
cadets."  The  appointment  as  commandant  of  cadets  does  not  come 
from  the  War  Department.  This  is  usually  made  in  the  form  of  an 
executive  order  by  the  president  of  the  institution.  The  office  does 
not  ordinarily  create  anything  new  excepting  a  more  lengthy  title.  In 
the  case  of  civil  institutions  other  than  the  land  grant  colleges,  par- 
ticularly military  schools,  where  the  students  are  constantly  under 
military  discipline,  the  office  would  naturally  carry  with  it  additional 
authority  and  responsibility. 

In  actual  practice  detailed  officers  frequently  occupy  a  chair  in 
some  other  department  of  the  civil  institution,  such  as  mathematics, 
history,  etc.  The  officer  is  not  permitted  to  do  this  however,  without 
first  receiving  the  permission  of  the  War  Department. 

The  United  States,  though  one  of  the  leading  nations  of  the 
world,  is  the  farthest  behind  in  its  military  preparedness.  There  never 
has  been,  and  possibly  never  will  be,  any  great  popular  demand  for 
meeting  this  unpreparedness  by  creating  a  large  standing  army.  If 
proper  advantage  is  taken  of  the  opportunities  offered  for  military  in- 
struction at  institutions  of  learning,  this  defect  as  far  as  trained  officers, 
or  at  least  partially  trained  officers  is  concerned,  can  be  largely  met. 
The  college  young  man  makes  the  ideal  officer.  His  mental  equipment 
is  usually  such  as  is  desired,  he  is  ordinarily  a  man  of  sufficient  physi- 
cal development  to  meet  the  physical  demands  of  an  officer,  and  he  is 
necessarily  a  man  of  more  than  usual  ambition  and  energy,  otherwise 
he  would  not  be  in  college.  The  time  of  life  when  he  is  in  college  is  the 
very  best  not  only  to  instill  habits  of  discipline,  respect  and  obedience 
toward  others,  but  to  demand  them  for  himself  where  he  has  been 
placed  in  a  position  of  authority. 

Our  national  weakness,  if  it  ever  will  be  properly  cured,  must  be 
effected  through  the  creation  of  a  reserve  army.  There  is  nowhere  to 
be  found  a  better  source  for  the  procurement  of  officers  for  such  an 
army,  with  particular  reference  to  company  officers,  than  in  civil  insti- 
tutions of  learning  having  an  efficient  military  department.  When- 
ever we  as  a  nation  awake  to  our  national  shortcomings  it  is  believed 
we  will  avail  ourselves  of  this  source  of  supply. 

Here  is  also  a  wonderful  opportunity  to  secure  officers  for  volun- 
teers and  militia  and  at  the  same  time  add  to  the  economic  value  of  the 
individual,  indirectly  aiding  the  other  departments  of  the  educational 
institutions  by  helping  to  solve  the  problems  of  discipline,  attentive- 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   107 

ness,  concentration,  neatness,  etc.  The  greatest  good,  however,  will 
not  be  accomplished  until  the  War  Department  and  the  college  authori- 
ties get  together  and  adopt  a  uniform  system  of  instruction,  of  records, 
and  requirements  in  general.  There  should  be  little  left  for  interpre- 
tation either  by  college  authorities  or  by  the  War  Department.  The 
part  to  be  performed  by  each  should  be  definitely  laid  down  by  con- 
gressional enactments. 

STATISTICAL. 

The  following  tabulations  of  statistics  pertaining  to  the  land  grant 
schools  will  pave  the  way  for  a  more  detailed  account  of  the  individual 
institutions.  With  the  exception  of  the  Maryland  Agricultural  College 
the  data  are  taken  from  the  reports  of  1912-13.  Some  of  the  figures 
for  the  Maryland  Agricultural  College  are  taken  from  the  reports 
of  the  year  previous.  Most  of  the  institutions  included  in  the  tables 
have  enjoyed  a  gradual  growth  in  attendance,  facilities  and  resources 
almost  from  the  day  of  their  founding,  while  some  of  them  have 
had  a  development  beyond  the  hopes  of  the  most  optimistic.  It  is 
safe  to  assume  that  the  total  of  the  column  showing  the  number  of  stu- 
dents taking  military  instruction  is  considerably  above  the  figures  here 
shown.  In  the  individual  description  of  the  institutions,  which  follows 
the  tabulations,  it  has  been  possible  in  many  cases  to  give  the  actual 
figures  of  the  strength  of  the  military  department  for  the  year  1913-14 : 


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EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   Ill 

The  following  pages  contain  a  brief  impartial  description  of  land 
grant  colleges  having  Army  officers  on  duty  as  professors  of  military 
science  and  tactics.  In  reading  these  descriptions  it  should  be  borne 
in  mind  that  the  importance  of  the  institution  or  character  of  military 
work  cannot  always  be  judged  by  the  amount  of  space  which  has 
been  devoted  to  it.  This  has  been  controlled  in  a  large  measure  by 
the  amount  of  data  available.  This  list  is  arranged  in  the  order  of 
the  alphabetical  occurrence  of  the  State  in  which  the  college  or  uni- 
versity are  located. 

Before  entering  into  an  account  of  the  military  departments  of  the 
individual  institutions,  a  few  extracts  from  that  part  of  the  catalogues 
from  several  of  them  selected  at  random,  which  describes  the  course 
of  instruction,  are  offered  as  indicating  in  a  general  way  the  status 
of  this  department  in  land  grant  colleges: 

University  of  Florida: 

"In  compliance  with  the  Revised  Statutes  of  the  United  States  this 
institution  maintains  a  course  of  instruction  in  Military  Science  and  Tactics. 
The  aim  is  to  make  familiar  with  the  duties  which  first  confront  young 
officers,  those  who  later,  through  emergency  or  inclination,  find  themselves 
in  the  military  service.  Experience  has  shown  that  military  training  not 
only  promotes  physical  development  and  a  tendency  towards  punctuality 
and  system,  but  that  it  also  fosters  self-reliance  and  strengthens  the  prin- 
ciples of  honor  and  fair  dealing." 

Colorado  Agricultural  College: 

"The  importance  of  military  training,  both  to  the  individual  and  the 
state,  is  so  important  that  comment  thereon  is  here  unnecessary,  further 
than  to  say  that  the  physical  training  and  development  alone  are  suffi- 
cient proof  of  its  benefits.  The  growing  demand  for  military  instruction 
in  connection  with  school  work,  and  the  fact  that  the  State  Agricultural 
College  is  the  only  state  institution  where  such  a  department  exists,  has 
led  the  authorities  to  make  the  work  as  thorough  as  possible." 

University  of  Arizona: 

"It  gives  the  young  man  valuable  physical  exercise,  a  healthy  means 
of  competition  with  his  fellows,  and  a  more  intelligent  military  service 
to  his  country  should  this  ever  be  required." 

Oregon  Agricultural  College: 

"The  absolute  dependence  of  the  College  upon  the  benefactions  of  the 
Nation  and  the  State  imposes  a  particular  obligation  on  all  who  enjoy  its 
privileges.  The  College,  on  its  part,  conforming  to  the  spirit  of  law,  has 
provided  for  an  efficient  system  of  military  instruction,  and  the  corps 
of  cadets  is  entitled  to  the  loyal,  zealous,  and  true  support  of  each  and 
every  student  in  the  College.  That  it  receives  that  support  each  year  will 
be  best  evidenced  by  the  standing  which  the  corps  attains  among  the  mili- 
tary organizations  of  the  higher  universities  and  colleges." 

Agricultural  and  Mechanical  College  of  Texas : 

"The  object  of  the  military  instruction  given  at  this  College  is  to  de- 
velop the  student  physically  by  systematic  drill  and  exercise;  to  inculcate 
in  students  that  unhesitating  and  subconscious  obedience  to  constituted 


112  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

authority  so  essential  to  good  citizenship;   to  qualify  students  to  be  com- 
pany officers  of  volunteers  or  militia." 

Missouri  State  Military  School: 

"The  main  object  of  this  school,  established  by  the  State  Legislature 
in  1890,  is  to  qualify  those  students  of  the  University  who  enter  it  to  be 
company  officers  of  infantry,  in  the  volunteers,  the  national  guard,  or  the 
organized  militia." 

Agricultural  College  of  Utah: 

"Military  drill  improves  the  habits  and  manners  of  the  student,  de- 
velops him  physically,  and  gives  him  that  military  knowledge  which  every 
citizen  should  possess  that  he  may  render  intelligent  aid  to  his  country 
or  state  in  time  of  need.  It  cultivates  a  manly  spirit,  ready  and  implicit 
obedience,  respect  for  authority  and  restraint — all  qualities  of  inestimable 
value  to  a  young  man  in  whatever  calling  he  may  choose." 

Maryland  Agricultural  College: 

"The  value  of  such  military  training  may  be  considered  from  two 
viewpoints:  First,  that  of  the  United  States  Government;  and,  second, 
that  of  the  individual  student. 

"To  consider  the  first:  The  Government,  depending  as  it  does  upon 
the  citizen  soldier  for  its  Volunteer  Army  in  times  of  national  peril,  realizes 
that  an  army,  recruited  from  raw  material  as  regards  both  officers  and 
men,  would  be  a  most  hopeless  proposition  in  these  days  of  quick  action. 
If  the  officers  were  trained  men  they  would  be  of  inestimable  value  in 
shaping  these  collections  ot  citizens  into  efficient  armies.  ***** 

"From  the  viewpoint  of  the  student,  the  military  training  makes  for 
character — 'it  systematically  develops  the  body  and  it  educates  the  mind 
along  a  consistent  line  for  the  double  purpose  of  clear  thinking  and  ef- 
fective practical  work.' 

"  'It  exercises  the  character,  it  disciplines  the  mind,  it  inculcates  habits 
of  subordination  to  lawful  authority,  of  strict  personal  accountability  for 
word  and  act,  of  truth-telling,  of  integrity  and  fidelity  to  trust,  of  simplicity 
of  life  and  of  courage.' " 

State  College  of  Washington: 

"By  both  the  State  and  National  laws  affecting  this  institution,  it  is 
obligatory  to  give  military  training  to  all  male  students.  The  College  will 
comply  with  the  law.  *  *  *  *" 

In  War  Department  orders  dated  at  Washington,  June  12,  1913, 
the  Agricultural  and  Mechanical  College  of  Texas  was  announced  as 
one  of  the  ten  civil  institutions  of  learning  "whose  students  have 
exhibited  the  greatest  application  and  proficiency  in  military  training 
and  knowledge."  The  remaining  nine  ''distinguished  institutions,"  as 
they  are  known  and  designated,  were  distinctively  military  schools. 

The  following  named  institutions  were  announced  as  having  been 
especially  commended  for  the  work  of  their  military  departments  during 
the  college  year  1912-13  : 

University  of  California,  Berkeley,  Cal. 

Cornell  University,  Ithaca,  N.  Y. 

University  of  Illinois,  Urbana,  Ills. 

Ohio  State  University,  Columbus,  Ohio. 

Oregon  Agricultural  College,  Corvallis,  Oreg. 

St.  John's  College,  Annapolis,  Md.     (Not  land-grant  college.) 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   113 

ALABAMA. 

ALABAMA  POLYTECHNIC  INSTITUTE. 
(Auburn,  Alabama). 

In  1854  the  Methodist  Episcopal  Church  (South)  established  at 
Auburn,  Alabama,  the  East  Alabama  Male  College.  In  1872  this 
school  was  transferred  to  the  State  and  became  the  Alabama  Agricul- 
tural and  Mechanical  College,  the  State  endowing  it  with  the  proceeds 
received  from  the  sale  of  its  portion  of  public  lands  received  under  the 
act  of  July  2,  1862  (The  Morrill  Act).  Being  a  land  grant  institution 
its  military  department  was  established  at  the  opening  in  1872.  The 
name  was  changed  by  act  of  the  State  Legislature  in  1899,  to  the 
Alabama  Polytechnic  Institute.  This  was  thought  advisable  on  account 
of  the  great  extension  of  the  college  and  the  numerous  courses  leading 
to  degrees  which  were  being  offered. 

In  1885,  the  detail  of  an  officer  of  the  Regular  Army  was  first  made 
and  was  continued  until  1898  when  the  officer  then  on  duty  was  recalled 
incident  to  the  Spanish- American  War.  There  has  not  been  an  Army  of- 
ficer on  duty  at  this  institution  since.  The  military  instructor  is  one  of 
the  graduates,  who  has  been  at  the  head  of  this  department  since  the 
regular  detail  was  removed.  The  United  States  law  does  not  require 
that  an  institution  have  an  Army  officer  in  order  to  participate  in  the 
land  grant  funds. 

In  the  Spanish-American  War  the  Institute  furnished  the  largest 
number  of  commissioned  officers  of  any  college  in  the  United  States 
with  the  exception  of  Cornell  and  Ohio  State  Universities.  It  is  the 
oldest  land  grant  school  in  the  South. 

All  undergraduate  students  not  physically  incapacitated  to  bear 
arms  are  required  to  enroll  in  the  military  department.  Senior  class 
privates  and  certain  irregular  students  may  be  excused  at  the  dis- 
cretion of  the  President.  The  students  under  military  instruction  num- 
ber 688,  and  are  organized  as  a  regiment  of  eight  companies  of  in- 
fantry with  regimental  staff,  noncommissioned  staff  and  band.  In- 
struction is  limited  to  the  infantry  arm  of  the  service.  Two  hours  per 
week  is  devoted  to  theoretical  and  three  hours  to  practical  instruction. 
The  course  as  outlined  by  the  War  Department  (See  Chapter  III), 
is  followed  as  closely  as  possible. 


114  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

ARIZONA. 

UNIVERSITY  OF  ARIZONA. 

(Tucson,  Arizona). 

The  University  of  Arizona  is  located  at  Tucson,  Arizona.  It  was 
organized  in  1891  and  its  military  department  was  organized  in  1896. 

At  the  present  time  there  are  127  students  taking  military  in- 
struction; these  are  organized  into  a  battalion  of  infantry  of  three 
companies  with  a  band.  The  character  of  military  instruction  is  largely 
infantry  which  includes  actual  target  practice.  There  are  three 
hours  per  week  devoted  to  military  instruction  including  both  practical 
and  theoretical  work.  The  institution  has  been  in  the  past  classified 
as  "Class  B."  Its  classification  in  the  future  under  the  new  order  will 
no  doubt  be  "Class  C." 

The  course  of  instruction  in  the  military  department  recently 
authorized  by  the  faculty  of  the  University  covers  all  the  requirements 
of  the  War  Department  and  is  calculated  to  equip  graduates  for  pass- 
ing examinations  for  commissions  in  the  Army  as  second  lieutenants. 

ARKANSAS. 

UNIVERSITY  OF  ARKANSAS. 

(Fayetteville,  Arkansas). 

The  University  of  Arkansas  was  organized  by  the  General  As- 
sembly of  that  State  March  27,  1871,  under  the  name  of  "Arkansas 
Industrial  University."  It  retained  this  name  until  1899  when  it 
was  changed  to  the  "University  of  Arkansas."  The  land  occupied  by 
the  University  and  its  various  departments  comprises  about  120  acres. 
There  are  at  present  some  fifteen  buildings  on  the  campus,  the  value 
of  these  exclusive  of  equipment  approximates  $800,000.  The  institu- 
tion was  opened  January  22,  1872,  with  a  total  enrolment  of  101 
students. 

The  military  department  of  the  University  has  enrolled  262  under- 
graduates who  are  organized  into  a  battalion  of  infantry  consisting  of 
a  field,  a  staff,  a  band  and  four  companies,  conforming  in  every  respect 
to  the  organization  of  a  battalion  of  infantry  of  the  Regular  Army  at 
peace  strength.  The  system  of  military  instruction  embraces  infantry 
drill  and  training  in  conformity  with  the  requirements  of  the  War  De- 
partment (See  Chapter  III).  Three  hours  per  week  are  devoted  to  mili- 
tary instruction.  In  addition  there  is  also  one  hour  per  week  in  mili- 
tary science  for  members  of  the  senior  class  who  wish  to  elect  the 
work.  This  class  at  present  consists  of  twelve  students. 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   115 

When  the  military  department  of  the  University  was  first  or- 
ganized it  consisted  of  one  company  of  about  60  students  without  uni- 
forms, arms,  or  equipment.  The  drill  consisted  of  setting-up  exer- 
cises, marching  and  some  instruction  in  scouting.  Captain  Henry  L. 
Burnell,  a  veteran  of  the  Civil  War,  was  the  first  instructor  in  military 
science  and  tactics.  In  1874,  the  department  was  furnished  the  old 
Springfield  Rifle  and  corresponding  equipment,  and  the  cadets  wore  a 
cadet  gray  uniform  with  brass  buttons.  This  was  under  the  regime  of 
First  Lieutenant  E.  S.  Curtis,  2nd  Artillery,  the  first  Regular  Army 
officer  to  be  detailed  at  this  institution.  The  organization  of  the  under- 
graduates in  the  military  department  at  this  time  consists  of  a  three 
company  battalion  with  a  band.  Some  instruction  is  also  given  in 
dismounted  artillery  drill.  The  military  department  in  the  past  has 
been  classed  as  "B"  but  under  the  new  order  will  be  "C."  In  1907  the 
equipment  now  on  hand  was  furnished  by  the  Ordnance  Department, 
and  is  sufficient  to  equip  600  cadets.  This  equipment  consists  of  U.  S. 
Magazine  Rifles,  Model  1908,  McKeever  cartridge  boxes,  and  waist 
belts. 

The  University  is  situated  in  Washington  County  in  the  north- 
western part  of  the  State  of  Arkansas,  in  the  heart  of  the  Ozark 
Mountains.  The  surroundings  are  of  great  natural  beauty  and  the 
climate  of  the  region  is  excellent. 

CALIFORNIA. 

UNIVERSITY  OF   CALIFORNIA. 

( Berkeley,  California ) . 

The  University  of  California  came  into  existence  as  a  result  of 
private  initiative  and  State  and  Federal  action.  It  had  its  origin  in 
the  Contra  Costa  Academy  founded  by  Reverend  Henry  Durant  in 
1853,  and  located  in  Oakland.  This  name  was  soon  changed  to  "The 
College  School"  which  in  turn  was  changed  to  "The  College  of  Cali- 
fornia" in  1855,  when  the  institution  was  incorporated.  In  1859  three 
professors  together  with  three  instructors  were  chosen  as  the  faculty 
of  the  college  and  in  the  following  year  instruction  was  formally  given 
with  a  freshman  class  of  eight  students.  In  1856,  a  tract  of  one  hun- 
dred and  sixty  acres  of  land,  lying  five  miles  north  of  Oakland,  was 
selected  as  the  permanent  home  of  the  institution.  This  spot  was 
formally  dedicated  to  the  purposes  of  education  in  1860,  and  in  1866 
the  name  of  Berkeley  was  given  to  the  townsite.  In  order  to  secure  the 
endowment  resulting  from  the  land  grant  act  of  1862,  the  California 
legislature  passed  an  act  in  1866  establishing  an  Agricultural,  Mining 


116  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

and  Mechanical  Arts  College.  A  site  was  selected  near  the  grounds 
of  the  "College  of  California."  In  1867,  the  College  of  California 
offered  to  the  State  its  property  in  Oakland  and  its  grounds  in  Berke- 
ley on  condition  that  the  State  should  organize  a  University  of  Cali- 
fornia. In  the  following  year  the  legislature  accordingly  passed  an 
act  organizing  the  University,  combining  the  State  College  of  Agri- 
culture, Mining  and  Mechanical  Arts  College  with  the  College  of 
California.  The  latter  discontinued  its  work  of  instruction  in  1869, 
and  gave  place  to  the  new  University  which  opened  its  doors  on  Sep- 
tember 23  of  that  year. 

The  military  department  of  the  University  was  organized  in  1869. 
Military  instruction  is  required  of  all  undergraduate  students  excepting 
those  excused  for  illness  or  physical  disability.  The  course  embraces 
practical  and  theoretical  instruction  in  Infantry  Drill  Regulations; 
Field  Service  Regulations ;  Small  Arms  Firing  Regulations ;  Manual  of 
Guard  Duty  and  other  subjects  prescribed  by  War  Department  Orders 
(Chapter  III).  The  number  of  students  in  the  military  department 
numbers  nearly  1,400.  They  are  organized  as  a  regiment  of  infantry 
with  full  complement  of  field,  staff  and  line  officers  and  a  band.  An 
equivalent  of  two  and  one-half  hours  practical  and  one-half  hour 
theoretical  instruction  per  week  is  required  for  two  years.  An  elective 
course  of  one  hour  per  week,  second  half-year,  is  offered  third  and 
fourth  year  students  who  continue  the  course.  The  work  of  the  mili- 
tary department  for  the  year  1913-14  was  especially  commended  by  the 
War  Department. 

COLORADO. 

STATE  AGRICULTURAL  COLLEGE  OF  COLORADO. 

(Fort  Collins,  Colorado). 

By  acts  approved  January  27,  1879,  and  April  6,  1891,  the  General 
Assembly  of  Colorado  gave  "full  and  complete  acceptance,  ratifica- 
tion and  assent"  to  "all  of  the  provisions,  terms,  grants,  and  conditions 
and  purposes"  of  congressional  enactments,  making  appropriations  of 
land  and  other  revenues  for  the  support  of  State  institutions,  by  which 
the  State  bound  itself  to  maintain  an  institution  at  which  instruction 
should  be  given  in  military  tactics,  agriculture,  mechanic  arts,  the 
English  language,  economics,  and  the  various  branches  of  mathemati- 
cal, physical  and  natural  science. 

The  requirements  of  this  contract  with  the  federal  government, 
both  in  letter  and  spirit,  are  being  faithfully  observed.  That  part  of 
the  federal  enactment  requiring  military  instruction  is  being  carried 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   117 

out  by  requiring  all  undergraduates  excepting  members  of  the  senior 
class  to  participate  in  military  instruction.  The  military  organization 
consists  of  an  infantry  battalion  of  three  companies  with  staff,  band 
and  signal  corps.  The  commissioned  officers  of  the  battalion  are 
selected  from  the  junior  class  and  the  non-commissioned  officers  from 
the  other  classes.  In  addition  to  the  above,  military  instruction  cover- 
ing required  subjects  is  given  to  the  battalion  of  the  School  of  Agri- 
culture and  to  one  company  at  Fort  Lewis,  Colorado. 

The  military  work  in  the  first  semester  embraces  the  school  of 
the  soldier,  company  and  battalion  in  close  order.  Extended  order 
drill  is  taken  up  in  the  first  semester  and  continued  during  the  second 
semester.  This  includes  skirmishes  and  battle  exercises,  advance 
guard,  rear  guard  and  outpost  duties.  The  signal  corps  does  practical 
work  in  transmitting  messages  by  means  of  signal  flags  and  heliographs. 
Theoretical  instruction  is  confined  to  periods  when  the  weather  is  un- 
favorable for  practical  work.  The  military  band  has  thirty  pieces. 
The  members  receive  daily  instruction  throughout  the  college  year  by 
a  competent  band  master. 

CONNECTICUT. 

CONNECTICUT   AGRICULTURAL    COLLEGE. 

(Storrs,  Connecticut). 

The  Storrs  Agricultural  College  located  at  Storrs  was  established 
by  act  of  the  Connecticut  General  Assembly  in  January,  1881,  and  in 
1890  became  the  Connecticut  Agricultural  College,  receiving  the 
land  grant  and  Morrill  funds  from  the  federal  government. 

The  military  department  of  this  College  was  organized  in  1893. 
For  the  college  year  1913-14,  there  were  enrolled  in  this  department 
198  undergraduates  who  were  organized  for  military  instruction  into 
a  battalion  of  infantry  consisting  of  three  infantry  companies  and  a 
drum,  fife  and  bugle  corps.  The  instruction  given  is  largely  that  in 
infantry  tactics,  altho'  there  is  a  signal  squad  receiving  instruction  in 
that  branch  of  the  service.  The  time  devoted  to  the  study  of  military 
science  and  tactics  is  three  hours  weekly. 

There  is  now  (1914)  under  course  of  construction  an  armory  build- 
ing to  cost  approximately  $60,000.  This  much  needed  facility  will 
no  doubt  add  greatly  to  the  interest  and  efficiency  of  the  department 
as  the  work  has  heretofore  been  cramped  for  the  want  of  a  proper 
home. 

This  School  is  placed  in  class  "B"  by  the  War  Department  inspec- 
tors. 


118  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

DELAWARE. 

DELAWARE    COLLEGE. 

(Newark,  Delaware). 

Delaware  College  was  chartered  in  1833,  by  act  of  the  Delaware 
legislature,  and  the  doors  were  first  opened  to  students  in  May  of  the 
following  year.  The  institution  had  been  doing  for  a  quarter  of  a  cen- 
tury an  important  work,  not  only  for  Delaware,  but  as  well  for 
neighboring  parts  of  Pennsylvania  and  Maryland,  when,  by  a  suc- 
cession of  misfortunes  it  was  forced  in  the  spring  of  1859,  to  close  its 
doors,  but  eleven  years  later  was  resuscitated,  having  meanwhile  been 
designated  by  act  of  the  Delaware  legislature  as  a  beneficiary  of  the 
Morrill  act.  In  consideration  of  the  designation  and  the  establish- 
ment of  Delaware  College  as  the  institution  to  be  provided  by  the  State 
of  Delaware  in  accordance  with  the  provisions  of  this  act,  "a  joint  and 
equal  interest  in  the  grounds,  buildings,  libraries  and  vested  funds  of 
the  College  proper,"  was  conveyed  to  the  State  of  Delaware,  and  equal 
representation  upon  the  Board  of  Trustees  was  given  to  the  State. 
Thus  the  College  was  combined  under  private  and  State  ownership 
until  the  legislative  session  of  1913,  when  it  came  under  the  sole  pos- 
session of  the  State  of  Delaware. 

All  students  are  required  to  take  military  instruction,  exemption 
being  given  by  the  faculty  only  for  reasons  of  physical  disability  or 
conscientious  scruples.  Students  so  excused  are  required  to  select 
other  work  as  shall  be  deemed  by  the  faculty  equivalent  to  the  military 
work  omitted.  The  course  of  instruction  includes  Infantry  Drill 
Regulations,  Guard  Duty,  Field  Service  Regulations,  Military  Law, 
Map  Reading,  map  making  and  preparation  of  administrative  records. 
Theoretical  instruction  consists  of  lectures  during  the  year  by  the  pro- 
fessor of  military  science  and  tactics.  Each  student  is  required  to 
submit  a  thesis  on  a  military  subject.  The  military  organization  con- 
sists of  a  battalion  of  four  companies  with  staff,  band  and  signal  de- 
tachment. 

FLORIDA. 

UNIVERSITY  OF  FLORIDA. 

( Gainesville,  Florida  ) . 

The  University  of  Florida  was  established  in  1905  by  the  consoli- 
dation of  several  State  schools.  The  early  part  of  that  year  the  State 
had  six  institutions  of  higher  education,  all  depending  upon  it  for  sup- 
port, which  had  come  into  existence  one  by  one.  The  legislature  of 
that  State  thought  it  best  to  consolidate  the  activities  of  the  six  into 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   119 

two  closely  coordinated  institutions.  This  act,  known  as  the  "Buck- 
man  Act,"  had  as  its  practical  effect  the  merging  of  the  Florida  State 
College  at  Tallahassee,  the  Normal  School  at  DeFuniak  Springs,  the 
East  Florida  Seminary  at  Gainesville,  the  South  Florida  College  at 
Bartow,  the  Agricultural  Institute  in  Osceola  County,  and  the  Univer- 
sity of  Florida,  into  the  "Florida  Female  College"  at  Tallahassee, 
and  the  "University  of  the  State  of  Florida."  The  University  oc- 
cupied the  buildings  at  Lake  City  until  the  summer  of  1906  when  it 
occupied  its  present  site  in  Gainesville.  At  present  the  institution  num- 
bers eleven  buildings. 

The  military  organization  consists  of  one  battalion  of  three  com- 
panies with  a  band,  numbering  one  hundred  and  twenty  students  al- 
together. The  instruction  consists  principally  of  infantry  work,  in- 
door rifle  practice  and  outdoor  rifle  practice  at  two  and  three  hundred 
yards.  There  is  devoted  each  week  to  practical  military  exercises 
two  and  three- fourths  hours  and  an  additional  two  hours  is  given  to 
theoretical  work. 

As  is  the  case  with  most  land  grant  colleges  the  military  course 
is  necessary  for  graduation.  All  the  students  are  required  to  take  the 
course  except  graduates,  law,  teachers,  short  course  in  Agriculture, 
adult  specials,  seniors  and  those  physically  disqualified.  The  latter  are 
required  to  make  up  an  equivalent  amount  of  work  in  some  other  de- 
partment. 

GEORGIA. 

UNIVERSITY  OF  GEORGIA. 

(Athens,  Georgia). 

The  University  of  Georgia  was  chartered  by  the  General  Assembly 
of  the  State,  January  27,  1785.  The  site  upon  which  the  Univer- 
sity now  stands  was  selected  on  July  6,  1801,  and  the  University  was 
opened  that  year.  For  more  than  half  a  century  the  history  of  the 
University  was  the  history  of  Georgia.  Many  of  those  who  after- 
wards added  to  the  distinction  of  the  state  in  peace  and  in  war  re- 
ceived their  training  at  this  institution  during  this  period.  The  Uni- 
versity received  the  benefits  of  the  funds  raised  from  the  sale  of 
Georgia's  quota  of  the  land  scrip  under  the  Morrill  act  in  the  early 
part  of  1872  and  the  trustees  at  once  established  the  "Georgia  State 
College  of  Agriculture  and  Mechanic  Arts,"  as  a  coordinate  department 
of  the  institution  at  Athens.  The  following  institutions  have  been 
established  by  legislative  enactments  as  departments  or  "branches" 
of  the  University  and  placed  under  general  control  of  its  Board  of 


120  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

Trustees :  The  Georgia  School  of  Technology,  at  Atlanta,  established  in 
1885;  The  Georgia  Normal  and  Industrial  College  for  Girls,  at  Mil- 
ledgeville,  established  in  1889 ;  the  Georgia  Industrial  College  for  Col- 
ored Youths,  near  Savannah,  established  in  1890;  the  State  Normal 
School  near  Athens,  established  1895 ;  the  South  Georgia  Normal 
School  at  Valdosta,  established  in  1906. 

Being  a  beneficiary  of  the  land  grant  act,  military  instruction  is 
regularly  held  in  this  University,  upon  which  the  attendance  is  com- 
pulsory for  members  of  the  freshman,  sophomore,  and  junior  classes, 
and  the  students  in  the  one-year  course  in  agriculture,  except  when 
excused  by  the  surgeon  of  the  corps  of  cadets.  Practical  instruction  is 
given  three  hours  each  week,  covering  Infantry  Drill  Regulations, 
Field  Service  Regulations,  Manual  of  Guard  Duty  and  Small  Arms 
Firing  Regulations.  Some  instruction  is  given  in  artillery  drill  regu- 
lations. Theoretical  instruction  is  given  for  two  hours  each  week 
for  commissioned  and  noncommissioned  officers.  One  hour  each  week 
of  theoretical  instruction  is  required  of  freshmen.  The  students  par- 
ticipating in  the  military  exercises  are  organized  into  a  provisional 
regiment  of  infantry  consisting  of  two  battalions  of  three  companies 
each.  There  is  also  a  provisional  organization  of  field  artillery. 

NORTH  GEORGIA  AGRICULTURAL  COLLEGE. 

(Dahlonega,  Georgia). 

This  College  owes  its  origin  to  the  act  of  Congress  July  2,  1862. 
The  funds  derived  from  this  act  and  subsequent  acts  of  Congress 
making  endowments  to  agricultural  schools  have  been  placed  by  the 
State  authorities  under  the  control  of  the  trustees  of  the  University, 
by  which  the  North  Georgia  Agricultural  College  became  a  depart- 
ment of  the  University. 

This  institution  maintains  a  very  excellent  military  department, 
the  degree  of  efficiency  approaching  very  nearly  that  of  the  best  dis- 
tinctively military  schools.  There  is  a  barracks  for  cadets  and  those 
occupying  quarters  therein  are  at  all  times  under  military  discipline 
and  control.  None  of  the  cadets  are  allowed  to  board  or  live  outside 
of  the  barracks  except  those  living  with  parents  or  very  near  relatives. 
Those  living  outside  are  required  to  conform  to  the  same  rules  and 
regulations  as  those  in  the  barracks.  The  life  of  the  student  at  this 
institution  in  a  manner  resembles  the  life  of  a  cadet  at  the  United 
States  Military  Academy.  Cadets  are  organized  into  a  battalion  of 
two  companies  with  a  band  and  a  signal  detachment.  The  organiza- 
tion of  these  units  conforms  so  far  as  practicable  to  that  of  like  units 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   121 

in  the  Regular  Army  of  the  United  States.  The  band  is  an  effective 
organization  and  has  reached  a  high  standard  of  efficiency.  Its  mem- 
bers are  given  a  thorough  course  in  music  and  are  trained  in  outdoor 
marching  and  military  exercises.  The  course  of  instruction,  theoreti- 
cal and  practical,  is  that  prescribed  by  the  War  Department,  and  is 
made  as  complete  and  thorough  as  consistent  with  the  work  to  be  per- 
formed in  the  collegiate  departments.  The  same  importance  is  at- 
tached to  the  work  in  the  military  department  as  to  that  in  any  other 
department. 

IDAHO. 

UNIVERSITY   OF   IDAHO. 

(Moscow,  Idaho). 

The  University  of  Idaho  located  at  Moscow  was  founded  in  1889. 
It  received  its  first  detail  of  an  officer  of  the  Army  for  duty  as  pro- 
fessor of  military  science  and  tactics  on  February  24,  1894.  For  the 
college  year  1913-14  there  were  150  cadets  enrolled  for  military  instruc- 
tion. These  are  organized  as  a  battalion  of  infantry  of  three  com- 
panies with  a  band.  Four  hours  per  week  are  devoted  to  practical 
military  instruction.  An  additional  hour  is  devoted  to  theoretical 
work.  The  periods  for  practical  exercises  occur  twice  a  week  with 
two  hours  in  each  period. 

The  military  department  of  the  institution  has  been  graded  class 
"B"  by  the  War  Department  inspectors. 

During  the  Spanish- American  War  a  large  number  of  the  students 
in  the  military  department  of  the  University  responded  to  the  call  for 
volunteers  and  it  is  claimed  that  a  larger  percentage  of  the  cadets  of 
this  institution  responded  to  the  call  of  their  country  than  from  any 
other  institution  of  its  kind  in  the  United  States. 

ILLINOIS. 

UNIVERSITY  OF  ILLINOIS. 

(Urbana-Champaign,  Illinois). 

The  University  of  Illinois  was  incorporated  February  28,  1867, 
under  the  name  of  the  Illinois  Industrial  University.  This  name  was 
changed  by  the  General  Assembly  of  the  State  of  Illinois  in  1885  to 
the  University  of  Illinois.  The  University  was  open  to  students  March 
2,  1868. 

Military  drill  and  the  study  of  military  science  have  been  required 
of  all  male  students  since  the  organization  of  the  university.  After  the 
first  half  year  the  assistant  professor  of  mathematics,  an  ex-officer  of 


122  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

the  United  States  Army,  was  also  instructor  of  military  tactics ;  and 
for  the  next  eight  years  a  member  of  the  faculty,  a  former  lieutenant 
in  the  Austrian  Army,  held  the  position  of  professor  of  bookkeeping 
and  military  tactics  and  instructor  in  German.  In  1877  First  Lieu- 
tenant William  A.  Dinwiddie,  2nd  Cavalry,  U.  S.  Army,  was  detailed 
as  Commandant  at  the  University  since  which  time  the  military  in- 
struction has  been  under  the  charge  of  an  officer  of  the  U.  S.  Army. 

The  classification  of  the  military  work  by  the  War  Department  in- 
spectors has  been  Class  B.  Under  the  new  classification  (See  Chapter 
III)  it  will  come  under  Class  C. 

The  students  in  the  military  department  of  the  university  are 
organized  into  a  regiment  of  infantry  of  four  battalions  of  four  com- 
panies each,  which  is  composed  mainly  of  members  of  the  freshmen 
and  sophomore  classes.  The  non-commissioned  officers  are  all  selected 
from  the  sophomore  class,  the  lieutenants  from  the  junior  class  and 
the  captains  and  field  officers  from  the  senior  class  and  graduate  class. 
There  are  1,666  cadets  and  71  commissioned  officers  in  the  regiment. 

In  addition  to  the  infantry  organization  there  is  an  artillery  de- 
tachment consisting  of  three  officers  and  fifty-seven  men,  and  a  signal 
corps  of  three  officers  and  55  men.  There  is  also  a  military  band  of 
100  pieces,  "second  band"  of  60  pieces,  and  a  trumpet  and  drum  corps 
of  200. 

The  freshmen  and  sophomores  are  required  to  drill  one  and  one- 
half  hours  each  week  until  March  15.  After  that  date  three  hours 
each  week.  Freshmen  also  attend  recitations  in  theoretical  work  one 
hour  a  week  in  the  second  semester. 

The  University  of  Illinois  derives  its  principal  support  from  the 
levy  of  a  one-mill  State  tax,  from  fees,  and  from  federal  appropriations. 
Its  income  for  the  year  1913-14  for  all  purposes,  including  buildings, 
was  approximately  $3,000,000. 

There  is  a  faculty  of  651  persons  and  a  student  body  at  the  present 
time  (1914)  of  5,301.  Its  military  department  is  the  largest  in  the 
United  States. 

INDIANA. 

PURDUE   UNIVERSITY. 

(Lafayette,  Indiana). 

Purdue  University  is  named  after  John  Purdue  who  was  a  citizen 
of  Tippecanoe  County,  Indiana,  who  gave  a  large  donation  for  the 
purpose  of  establishing  the  institution.  This  donation  together  with 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   123 

others  by  citizens  of  this  county  were  accepted  by  act  of  the  State 
Legislature  which  also  designated  the  institution  as  a  beneficiary  of 
the  Morrill  act.  The  University  was  founded  in  1869,  receiving  the 
name  of  Purdue  University  at  the  time.  While  it  bears  the  name  of 
John  Purdue,  the  institution  is  exclusively  under  State  control,  and 
in  addition  to  receiving  an  income  from  the  Federal  Government  is 
regularly  supported  by  legislative  appropriations.  While  the  institu- 
tion was  founded  in  1869,  the  first  class  was  not  entered  until  five 
years  later. 

The  military  department  of  the  institution  was  organized  about 
1876.  The  number  of  students  participating  in  military  instruction 
is  850,  organized  as  a  regiment  of  infantry  of  three  battalions  of  four 
companies  each.  The  time  devoted  to  military  instruction  is  three 
hours  per  week  consisting  largely  of  practical  exercises.  The  military 
instruction  at  this  institution  has  been  continuous  since  first  organized 
save  for  a  short  period  during  and  following  the  Spanish- American  war, 
when  the  War  Department  withdrew  the  officer,  as  was  the  case  with 
practically  all  other  institutions  of  learning  at  that  time.  The  military 
department  was  reorganized  in  April,  1902,  by  Captain  Ira  L.  Reeves, 
U.  S.  A.,  and  has  been  in  existence  continuously  since. 

IOWA. 

STATE  UNIVERSITY  OF  IOWA. 

(Iowa  City,  Iowa). 

An  act  of  Congress,  July  20,  1840,  authorized  the  Secretary  of  the 
Treasury  to  set  apart  and  reserve  for  sale  lands  in  the  territory  of 
Iowa  for  the  use  and  support  of  the  University  to  be  established  when 
Iowa  became  a  State.  In  1846,  Iowa  was  admitted  to  the  Union.  Its 
constitution  provided  that  the  general  assembly  take  measures  to  care 
for  the  land  granted  and  for  the  application  of  the  income  to  support 
the  University.  The  University  was  accordingly  established  by  the 
act  of  the  First  General  Assembly  on  February  25,  1847,  and  located 
at  Iowa  City.  The  institution  was  opened  March,  1855,  and  the  or- 
ganization of  departments  began  in  the  same  year. 

Instruction  in  military  science  and  tactics  is  prescribed  for  all 
male  students  in  the  College  during  the  first  and  second  years  of  resi- 
dence, except  such  as  are  especially  exempted.  Military  discipline  is 
maintained  by  the  awarding  of  demerits  for  offences  committed.  A 
total  of  100  demerits  subjects  the  student  to  suspension  from  all 
classes  in  the  University.  Credits  in  the  military  department  are 
given  for  previous  military  training  at  either  of  the  government  acade- 


124  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

mies ;  in  any  branch  of  the  Regular  Service  of  the  United  States  which 
has  been  terminated  by  honorable  discharge;  for  service  as  a  com- 
missioned officer  in  the  National  Guard  of  Iowa;  for  service  at  any 
institution  of  learning  at  which  a  military  department  is  maintained 

under  an  officer  of  the  Regular  Army.  The  military  course  of  instruc- 
tion is  both  practical  and  theoretical  and  includes  instruction  in  the 
service  manuals.  The  students  are  organized  as  a  regiment  of  in- 
fantry conforming  as  nearly  as  possible  with  that  of  like  organizations 

in  the  Regular  Army.  The  regiment  has  a  full  complement  of  field  and 
staff  officers  and  a  band. 

KANSAS. 

KANSAS   STATE  AGRICULTURAL   COLLEGE. 

(Manhattan,  Kansas). 

The  Kansas  State  Agricultural  College  had  its  origin  in  the  Blue- 
mont  Central  College,  an  institution  established  at  Manhattan  under 
the  control  of  the  Methodist  Episcopal  Church  of  Kansas.  The  charter 
for  this  sectarian  institution  was  approved  February  9,  1858,  and  the 
corner  stone  was  laid  May  10,  1859;  instruction  began  about  a  year 
later.  In  1863,  an  act  was  passed  by  the  legislature  designating  the 
College  at  Manhattan  as  a  beneficiary  of  the  Morrill  act.  The  faculty 
of  the  Bluemont  Central  College  became  the  first  board  of  instruction 
of  the  Kansas  State  Agricultural  College,  when  the  former  institution 
was  transferred  to  the  State  and  assumed  its  present  name. 

Since  this  College  is  one  of  the  beneficiaries  of  the  act  of  Con- 
gress of  1862,  military  tactics  is  included  in  the  college  curriculum. 
All  young  men  of  the  freshman  and  sophomore  classes  are  required  to 
participate  in  the  military  course  for  three  full  hours  per  week.  The 
course  includes  both  practical  and  theoretical  work  and  consists  very 
largely  of  instruction  in  military  duties  pertaining  to  an  infantry  or- 
ganization. The  students  are  organized  into  a  battalion  of  infantry 
with  a  band. 

KENTUCKY. 

STATE   UNIVERSITY   OF   KENTUCKY. 

(Lexington,   Kentucky). 
Under  the  provisions  of  the  Morrill  act,  July  2,  1862,  Kentucky 
received  330,000  acres  of  land.    It  was  several  years,  however,  aftei 
the  passage  of  this  act  before  the  Commonwealth  established  an  agri- 
cultural and  mechanical  college  under  its  provisions.     When  it  was 
established  it  was  not  placed  upon  an  independent  basis  but  was  mad( 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   125 

one  of  the  colleges  of  Kentucky  University,  now  Transylvania  Uni- 
versity, to  which  institution  the  annual  interest  of  the  proceeds  of  the 
Morrill  act  was  to  be  given  for  the  purpose  of  carrying  on  its  opera- 
tions. The  connection  with  Kentucky  University  continued  until 
1878.  A  commission  was  appointed  to  recommend  to  the  legislature 
of  1879  and  1880  a  plan  of  organization  for  an  institution,  including 
an  agricultural  and  mechanical  college,  such  as  the  necessities  of  the 
Commonwealth  required.  The  City  of  Lexington  offered  induce- 
ments to  the  State  in  the  way  of  bonds  and  donations  of  land  which 
were  accepted.  An  act  of  the  general  assembly  of  the  Commonwealth 
of  Kentucky,  approved  March  16,  1908,  changed  the  style  and  title 
of  the  institution  from  the  "Agricultural  and  Mechanical  College"  to 
that  of  the  "State  University,"  Lexington,  Kentucky. 

Every  male  student  is  required  to  participate  in  the  military  in- 
struction three  times  each  week  throughout  his  freshman  and  sopho- 
more years.  The  standings  in  military  work  are  placed  on  record  and 
are  requisite  to  graduation  in  every  course  in  the  University.  Students 
who  furnish  satisfactory  evidence  of  the  equivalent  of  two  years  mili- 
tary instruction  in  the  Regular  Army,  the  Organized  Militia,  or  recog- 
nized military  schools,  may  be  excused  at  the  option  of  the  commandant. 
Students  physically  unable  to  take  their  place  in  ranks  are  assigned  to 
the  signal  detachment.  The  plan  of  instruction  embraces  practical  and 
theoretical  work  and  includes  recitations  and  practical  exercises  in 
the  Service  Manuals  prescribed  by  the  War  Department.  The  students 
are  organized  into  a  battalion  of  infantry  of  four  companies,  with  a 
band  and  a  signal  detachment.  Student  officers  are  selected  from  the 
junior  class  and  noncommissioned  officers  from  the  sophomore  class. 
The  officers  are  paid  a  small  sum  for  their  services. 

LOUISIANA. 

LOUISIANA  STATE  UNIVERSITY  AND  AGRICULTURAL  AND 
MECHANICAL  COLLEGE. 

(Baton  Rouge,  Louisiana).  , 

The  Louisiana  State  University  and  Agricultural  and  Mechanical 
College  had  its  origin  in  certain  grants  of  land  made  by  the  United 
States  Government  in  1806,  1811,  and  1827,  "for  the  use  of  a  seminary 
of  learning."  In  1845,  the  State  Constitution  directed  the  organiza- 
tion of  the  institution.  In  1853,  the  legislature  founded  the  Louisiana 
Seminary  of  Learning  and  Military  Academy,  and  located  it  three  miles 
from  Alexandria,  in  the  parish  of  Rapides.  The  institution  was  opened 
January  2,  1860,  wilth  Colonel  William  Tecumseh  Sherman  as  superin- 


126  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

tendent.  Its  exercises  were  suspended  April  23,  1863,  on  account  of 
the  Civil  War,  but  were  resumed  October  2,  1865,  under  the  superin- 
tendency  of  Colonel  David  F.  Boyd.  The  College  building  was  burned 
in  October,  1869,  and  on  the  first  day  of  November  following,  the 
institution  resumed  its  work  in  Baton  Rouge,  where  it  is  now  located. 
In  1873,  the  Louisiana  State  University  and  Agricultural  and  Mechani- 
cal College  was  established  by  act  of  the  legislature  to  carry  out  the 
United  States  land  grant  act  of  1862.  This  institution  was  located  at 
Chalmette  Battle  Ground,  but  temporarily  opened  in  New  Orleans, 
June  1,  1874,  where  it  remained  until  its  merger  with  the  Univer- 
sity which  took  place  on  October  5,  1877. 

All  students  who  board  at  the  University,  except  seniors  and  others 
who  may  be  excused  for  special  reasons,  are  required  to  participate 
in  the  military  instruction,  and  to  perform  all  other  military  duties. 
This  instruction  is  given  in  both  practical  and  theoretical  courses,  the 
former  includes  Infantry  Drill  Regulations,  Small  Arms  Firing  Regu- 
lations, Field  Service  Regulations,  Manual  of  Guard  Duty,  and  mili- 
tary field  engineering  and  topography,  bayonet  exercises  and  practice 
marches.  This  course  requires  three  hours  per  week.  The  theoretical 
course  consists  of  lectures  covering  as  completely  as  possible  the  field 
of  military  science  and  tactics,  especially  with  reference  to  the  duties 
of  a  company  officer.  It  is  taken  by  all  cadets  in  their  second  year 
in  the  military  department,  except  that  students  in  the  College  of  Engi- 
neering take  it  at  some  other  time  than  their  sophomore  year.  The 
course  requires  one  hour  per  week  for  both  terms. 

In  addition  to  the  students  who  board  at  the  University  all  stu- 
dents under  21  years  of  age  who  board  in  town,  except  the  members  of 
the  law  school  and  such  others  as  may  be  excused  for  special  reasons, 
must  take  the  military  course  for  two  years. 

MAINE. 

UNIVERSITY  OF   MAINE. 

(Orono,  Maine). 

The  University  of  Maine  was  established  in  1863  to  meet  the 
provisions  of  the  act  of  Congress  of  1862  (Morrill  Act)  ;  the  military 
department  was  commenced  the  same  year.  The  institution  was  origi- 
nally known  as  the  State  College  of  Agriculture  and  Mechanic  Arts, 
but  its  name  was  changed  to  the  University  of  Maine  by  act  of  the 
State  legislature  in  1897.  In  the  military  department  there  were  four 
hundred  and  twenty-five  students  registered  for  the  year  1913-14.  The 
course  of  instruction  includes  Infantry  Drill  Regulations,  practical  and 
theoretical,  to  and  including  the  school  of  battalion,  and  ceremonies. 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   127 

The  institution  is  equipped  with  an  indoor  rifle  range  and  each  student 
is  required  to  take  a  prescribed  course  in  gallery  practice  with  a  .22 
caliber  gallery  rifle.  Three  periods  of  fifty  minutes  per  week  are  de- 
voted to  instruction  in  military  science  and  tactics. 

The  organization  of  the  military  department  consists  of  a  bat- 
talion of  infantry  of  five  companies  and  a  band  of  twenty-six  pieces. 
The  battalion  has  a  full  complement  of  officers  who  are  taken  as  far 
as  possible  from  the  junior  and  senior  classes.  The  course  in  mili- 
tary science  and  tactics  is  required  from  members  of  the  freshman  and 
sophomore  classes  and  is  elective  by  the  two  upper  classes. 

The  military  classification  of  the  institution  has  heretofore  been 
under  class  "B"  but  under  the  provisions  of  the  classification  order 
embodied  in  Chapter  III,  it  will  come  under  class  "C." 

MARYLAND. 

MARYLAND  AGRICULTURAL  COLLEGE. 

(College  Park,  Maryland). 

The  Maryland  Agricultural  College  had  its  origin  in  "an  act  to 
establish  and  endow  an  agricultural  college  in  the  State  of  Maryland/' 
which  was  passed  by  the  State  Legislature  in  1856.  This  was  the 
first  effort  in  the  western  hemisphere  to  use  scientific  investigation  for 
the  advancement  of  the  vocation  of  agriculture  since  at  that  time  no 
institution  of  this  character  was  authorized  in  the  United  States. 
Under  this  charter  the  original  college  building  was  erected  and  its 
doors  were  opened  to  students  in  the  fall  of  1859.  For  three  years  it 
was  conducted  as  a  private  institution.  The  Land  Grant  of  1862 
(Morrill  act)  was  formally  accepted  by  the  General  Assembly  of  Mary- 
land and  the  Maryland  Agricultural  College  was  named  as  a  bene- 
ficiary, and  the  College  thus  became,  in  part,  at  least,  a  state  institu- 
tion, and  such  it  is  at  the  present  time. 

To  meet  the  requirements  of  the  Morrill  act  a  military  depart- 
ment is  maintained.  This  department  has  attained  a  very  high  degree 
of  efficiency  and  for  two  years  was  classified  by  the  government  in- 
spectors as  a  "distinguished  institution."  But  few  other  agricultural 
colleges  in  the  United  States  have  enjoyed  this  distinction,  this  classi- 
fication usually  being  obtained  by  strictly  military  schools  of  very  high 
order.  The  corps  of  cadets  is  organized  as  a  battalion  of  infantry 
of  three  companies,  with  staff  and  band,  the  drill  and  administration 
of  which  conforms  as  far  as  possible  to  that  of  the  Regular  Army. 
All  students  other  than  those  physically  disabled  and  those  at  least  21 
years  of  age  who  are  not  living  in  the  dormitories  are  required  to  par- 


128  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

ticipate  in  the  military  work.  The  instruction  is  both  practical  and 
theoretical,  the  former  including  the  school  of  the  soldier,  squad,  com- 
pany and  battalion  in  close  and  extended  order,  ceremonies  of  guard 
mounting,  review  and  inspection,  dress  parade,  escort  of  the  color,  ad- 
vance and  rear  guard,  patrolling  and  scouting,  marches,  target  prac- 
tice, visual  signaling,  and  military  engineering  and  topography.  The 
theoretical  instruction  is  given  to  all  members  of  the  senior  class  and 
consists  of  instruction  in  the  Service  Manuals  including  First  Aid 
to  the  Injured,  etc.,  also  lectures  on  tactical  subjects,  Army  Regula- 
tions, messing,  camp  sanitation  and  military  law. 

MASSACHUSETTS. 

MASSACHUSETTS   AGRICULTURAL    COLLEGE. 

(Amherst,  Massachusetts). 

The  Massachusetts  Agricultural  College  was  among  the  first  of 
those  organized  under  the  national  land  grant  act  of  1862  (Morrill 
act).  The  College  was  incorporated  in  1863,  and  on  the  second  of 
October,  1867,  was  formally  opened  to  its  first  class  of  students. 

A  course  in  military  science  is  maintained.  The  department  of 
military  science  and  tactics  conducts  its  work  in  conjunction  with  the 
department  of  physical  education  and  hygiene.  All  candidates  for 
a  degree  in  the  four-year  course  must  take  for  three  years  three  full 
hours  of  physical  training.  This  work  must  be  under  college  super- 
vision. At  least  two  years  of  this  work  must  be  taken  in  the  depart- 
ment of  military  science  and  tactics,  the  remainder  is  taken  in  the 
department  of  physical  education.  Under  this  arrangement  the  prac- 
tical military  instruction  is  given  up  to  the  Christmas  recess  and  from 
the  close  of  the  Spring  recess  to  the  end  of  the  semester  each  year  and 
the  corresponding  courses  in  physical  education  occupy  the  inter- 
vening time.  Military  instruction  consists  of  both  practical  and  theo- 
retical work,  the  former  consisting  of  recitations  and  lectures  and  the 
latter  of  practical  exercises  in  the  various  evolutions  prescribed  by 
the  Drill  Regulations.  The  military  department  also  offers  elective 
courses  which  consist  of  three  hours  per  week,  with  credit  of  one 
hour,  for  the  first  semester,  until  the  Christmas  recess.  There  are 
500  students  enrolled  in  the  military  department  of  this  College  who 
are  organized  as  one  regiment  of  infantry  of  two  battalions  of  four 
companies  each,  with  a  band.  There  is  also  a  full  complement  of 
field,  staff  and  line  officers  and  noncommissioned  officers.  Military 
diplomas  are  given  to  those  men  receiving  the  degree  of  Bachelor  of 
Science  who,  by  their  work  in  the  department  of  military  science 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   129 

have  shown  themselves  worthy  of  distinction.  These  diplomas  recom- 
mend those  receiving  them  for  commissions  in  the  United  States 
Army  or  the  militia  of  the  several  states. 

MASSACHUSETTS     INSTITUTE    OF    TECHNOLOGY. 

(Boston,  Massachusetts). 

On  April  10,  1861,  an  act  was  passed  by  the  General  Court  of 
Massachusetts  to  incorporate  the  Massachusetts  Institute  of  Tech- 
nology. The  meeting  of  the  Institute  for  organization  was  held 
April  8,  1862.  The  Society  of  Arts  began  its  meeting  on  December 
17,  1862.  The  Civil  War  led  to  the  postponement  of  the  opening  of 
the  School  of  Industrial  Science.  A  preliminary  session  of  the  school 
was  opened  February  20,  1865,  fifteen  students  attending.  The  regular 
course  of  instruction  began  October  2,  1865.  By  act  of  April  27,  1863, 
the  Institute  was  constituted  the  Land  Grant  College  of  Mechanic 
Arts  of  the  State,  and  was  awarded  one-third  of  the  appropriation 
provided  by  the  United  States  land  grant  act  of  July  2,  1862.  The 
same  proportion  of  the  proceeds  of  subsequent  National  benefits  has 
been  assigned  to  the  Institute.  These  grants  are  subject  to  the  con- 
dition that  instruction  in  military  tactics  shall  be  provided. 

In  conformity  with  the  requirements  of  acts  of  Congress  and  acts 
of  the  General  Court  of  Massachusetts  the  Institute  provides  in- 
struction in  military  science  and  tactics.  Attendance  at  military 
exercises  is  required  of  all  male  students  who  take  a  majority  of 
other  studies  in  the  first  year,  except  aliens,  college  graduates,  students 
who  were  21  years  of  age  at  the  beginning  of  the  term  in  question, 
or  who  have  passed  an  examination  in  the  military  course  or  have 
presented  records  for  equivalent  work  in  other  colleges.  Students 
may  be  excused  from  taking  the  military  work  upon  presentation  of 
certificate  of  physical  disability  but  are  required  to  take  in  lieu  there- 
of a  course  of  theoretical  studies  in  military  science.  Military  instruc- 
tion is  divided  into  two  courses,  A  and  B.  Course  A  consists  of 
two  hours'  drill  per  week  and  one  hour  theoretical  instruction  by  lec- 
tures and  demonstrations  in  the  various  branches,  of  military  science 
and  the  military  history  and  policy  of  the  United  States.  An  examina- 
tion based  on  the  theoretical  instruction  is  held  at  the  end  of  each 
term.  Course  B,  may  be  the  same  as  Course  A,  or  may  be  extended 
to  two  hours  per  week  with  subjects  assigned  for  study  in  addition 
to  lectures  at  the  option  of  the  professor  of  military  science  and  tac- 
tics. Target  practice  is  elective  and  open  to  students  of  all  classes  so 

far  as   time  and   the    facilities   available   will   admit.     The   students 
Q 


130  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

are  organized  into  a  regiment  of  infantry  conforming  as  near  as  may 
be  to  similar  organizations  in  the  United  States  Army. 

MICHIGAN. 

MICHIGAN     AGRICULTURAL     COLLEGE. 

(Lansing,  Michigan). 

The  Michigan  Agricultural  College  was  established  May  13, 
1857,  and  located  at  Lansing,  Michigan,  and  was  the  first  agricultural 
college  actually  established  in  the  United  States. 

The  military  department  of  this  institution  was  organized  Sep- 
tember 1,  1884.  In  the  fall  term  of  1913,  there  were  1,168  students 
in  this  department.  These  young  men  were  organized  into  one  full 
regiment  of  infantry  conforming  in  all  respects  to  a  like  organization 
in  the  Regular  Army.  In  addition  to  this  there  were  also  detachments 
of  engineers,  ordnance,  signal  corps  and  hospital  corps.  The  course 
of  instruction  in  this  department  is  both  theoretical  and  practical. 
Theoretical  instruction  covers  the  entire  Infantry  Drill  Regulations, 
Field  Service  Regulations,  Manual  of  Guard  Duty,  Small  Arms  Firing 
Regulations,  military  policy  and  history  of  the  United  States,  organi- 
zation of  the  United  States  Army,  camp  sanitation,  selection  of  camp 
sites,  field  engineering,  personal  hygiene  and  minor  tactics.  The 
practical  work  consists  of  infantry  drill,  bayonet  exercises,  fencing, 
ceremonies,  first  aid  to  the  injured,  hasty  entrenching,  hasty  sketch- 
ing, field  engineering  and  minor  tactics.  There  are  also  classes  in 
visual  signaling  and  litter  drill  and  indoor  target  practice.  Four  hours 
per  week  are  devoted  to  military  instruction.  The  course  is  required 
for  all  male  students  unless  physically  disqualified. 


MINNESOTA. 

UNIVERSITY  OF   MINNESOTA. 

(Minneapolis,  Minnesota). 
The  legislature  of  Minnesota  enacted  a  law  on  February  13,  1868, 
which  gave  the  University  its  actual  charter.  By  far  the  most  im- 
portant element  of  this  act  was  that  which  united  with  the  Univer- 
sity endowment  the  expected  income  from  the  land  grant  act  of 
1862  (Morrill  act).  At  the  close  of  the  college  year  of  1869,  a 
small  company  of  preparatory  students  were  found  ready  for  college 
instruction.  In  1873,  two  students  were  graduated  at  the  first  com- 
mencement. The  University,  pursuant  to  the  act  of  Congress  of 
1862,  required  that  instruction  be  given  in  military  science  and  tac- 
tics. All  male  students  in  the  colleges  of  Science,  Literature  and 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   131 

Arts,  Engineering,  Agriculture  and  Chemistry,  are  required  to  take 
military  training  during  the  first  two  years  of  their  course.  An  en- 
campment of  cadets  is  held  at  the  beginning  of  each  year.  Sophomore 
cadets  attending  the  encampment  are  excused  from  all  military  exer- 
cises of  the  first  semester  except  on  Saturdays.  The  cadets  are  or- 
ganized into  two  provisional  regiments  of  infantry,  a  battery  of 
field  artillery,  a  detachment  of  hospital  corps  and  detachment  of 
signal  corps.  The  number  of  cadets  in  the  military  department  ap- 
proximates 1,200.  The  military  work  conforms  to  the  requirements 
of  the  War  Department  and  consists  of  three  hours  per  week,  most 
of  which  is  practical.  The  annual  camp  lasts  for  eight  days. 


MISSISSIPPI. 

MISSISSIPPI    AGRICULTURAL    AND    MECHANICAL    COLLEGE. 

(Agricultural   College,   Mississippi). 

This  institution  owes  its  origin  to  the  act  of  Congress  of  July 
2,  1862.  The  legislature  of  Mississippi,  by  the  act  of  February  28, 
1878,  divided  the  proceeds  realized  from  the  Morrill  act  equally  be- 
tween Alcorn  Agricultural  and  Mechanical  College  and  this  institu- 
tion. In  conformity  with  the  above  acts  the  board  of  trustees  located 
the  Mississippi  Agricultural  and  Mechanical  College  in  Oktibbeha 
County  one-half  mile  from  the  town  of  Starkville. 

To  meet  the  requirements  of  the  act  of  July  2,  1862,  the  institu- 
tion maintains  a  course  in  military  science  and  tactics.  This  course 
includes  instruction  in  the  Service  Manuals  issued  by  the  War  De- 
partment. The  curriculum  provides  for  both  practical  and  theoretical 
instruction.  In  the  former  either  four  or  five  hours  per  week  are  re- 
quired of  all  cadets  in  their  sophomore  or  junior  year  and  in  the 
latter  two  hours  per  week  during  three  terms.  The  practical  instruc- 
tion includes  daily  guard  mounting  and  posting  and  relieving  the 
sentinels  over  the  dormitory  during  and  after  meal  hours.  Practical 
instruction  in  target  practice  is  also  given,  consisting  of  preliminary 
position  and  aiming  drills,  preliminary  practice  at  short  range  and 
record  practice  at  200  and  300  yards.  For  the  purpose  of  discipline  and 
practical  instruction  the  cadets  are  organized  as  a  regiment  of  infantry 
with  three  battalions  of  four  companies  each,  a  band  and  bugle  and 
drum  corps,  and  the  usual  cadet  officers  and  cadet  noncommissioned 
officers  for  line  and  staff. 


132  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

MISSOURI. 
UNIVERSITY    OF    MISSOURI. 

(Columbia,  Missouri). 

The  legislative  act  establishing  the  University  was  approved  Feb- 
ruary 11,  1839,  and  the  institution  was  located  at  Columbia,  Boone 
County,  June  24,  of  that  year.  On  July  4,  1840,  the  corner  stone  of  the 
main  building  was  laid.  Courses  of  instruction  in  academic  work  were 
begun  April  14,  1841. 

All  new  students  in  the  regular  session  of  the  University  at  Col- 
umbia are  required  to  take,  during  their  first  two  years  of  residence, 
one  year  of  training  (three  hours  a  week)  in  the  department  of  mili- 
tary science  and  tactics;  and  except  in  the  case  of  persons  holding 
appointments  as  cadets  for  two  years,  the  same  amount  of  training  is 
required  in  the  department  of  physical  training.  This  does  not  apply 
to  any  student  who  has  completed  the  equivalent  of  one  year's 
work  in  the  College  of  Arts  and  Sciences  before  entering  the  Uni- 
versity or  students  who  have  received  the  equivalent  of  one  year's 
work  in  military  science  and  tactics  in  an  accredited  military  school. 

The  University  of  Missouri  has  rather  a  unique  military  depart- 
ment. The  department  is  known  as  the  "Missouri  State  Military 
School,"  which  was  established  by  the  State  legislature  in  1890.  The 
corps  of  cadets  consists  of  State  cadets,  volunteer  cadets,  and  those 
cadets  who  enroll  themselves  for  one  year  of  military  training  under 
the  requirements  of  the  University.  All  cadets  enter  the  same  progress- 
ive course  of  instruction  and  are  subject  to  the  same  rules  and  regu- 
lations during  the  period  of  their  enrollment.  The  following  extract 
from  the  statutes  of  Missouri  enacted  in  1909  will  be  of  interest : 

"The  Governor  of  Missouri  shall  have  power  to  appoint  ten  cadets  from 
the  State  at  large,  and  each  Senator  and  Representative  of  the  General 
Assembly  of  Missouri  three  cadets  from  his  district,  on  or  before  the  first 
day  of  August  of  each  year:  Provided,  that  if  there  shall  he  no  qualified 
applicants  for  such  cadetship  in  any  such  district  or  districts  by  the  first 
day  of  August  in  any  such  year,  such  appointment  or  appointments  may 
be  made  from  any  other  district  in  this  State;  And  Provided,  that  in  case 
of  death,  resignation  or  expulsion  of  any  cadet  from  the  University,  the 
Governor,  Senator  or  Representative  who  made  the  appointment  or  their 
successors  may  fill  such  vacancies  at  any  time.  All  appointees  under  this 
section  shall  pass  the  required  examination  for  admission  to  the  University. 

"All  appointments  under  this  section  shall  be  for  the  term  of  two  years." 

Cadets  who  are  accepted  for  the  band  are  matriculated  in 
divisions  of  the  University  free  from  tuition  and  incidental  f< 
Volunteer  cadets  are  those  who  have  taken  military  training  require< 
by  the  rules  of  the  University  and  have  enrolled  themselves  foi 
additional  military  training  without  appointments  as  State  cadets. 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   133 

The  course  of  instruction  in  the  military  department  is  progressive 
and  complies  with  the  requirements  of  the  War  Department  and  of 
the  National  Guard  of  Missouri.  It  is  divided  into  practical  and 
theoretical  work,  the  former  consisting  of  practical  exercises  in  In- 
fantry Drill  Regulations,  Small  Arms  Firing  Regulations,  Guard 
Duty,  etc.  Theoretical  work  consists  of  recitations  and  lectures.  For 
the  purpose  of  military  instruction  the  cadets  are  organized  into  a 
provisional  regiment  of  infantry  of  two  battalions,  with  field,  staff 
and  band. 

Under  the  State  laws  a  graduate  of  a  school  in  the  State  of 
Missouri,  in  which  military  instruction  is  regularly  given  by  an  officer 
of  the  U.  S.  Army  detailed  for  that  purpose,  may  be  commissioned 
as  second  lieutenant  of  the  National  Guard  of  Missouri. 


NEBRASKA. 

UNIVERSITY  OF  NEBRASKA. 

(Lincoln,  Nebraska). 

The  University  of  Nebraska  was  founded  by  an  act  of  the 
Nebraska  Legislature  effective  February  15,  1869.  The  subsequent 
new  constitution  of  1875,  recognized  the  University  as  established. 
The  legislature  of  1877  revised  the  act  of  1869,  which  act  was  in 
turn  revised  by  the  legislature  of  1909,  under  which  act  the  Univer- 
sity is  at  present  organized  and  operating. 

The  University  maintains  a  military  department  and  each  under- 
graduate man  in  the  institution  proper  is  required  to  receive  military 
instruction  during  four  semesters.  Each  man  in  the  Agricultural  High 
School  receives  military  instruction  during  his  attendance  up  to  a 
total  of  four  semesters.  Excuses  from  military  work  are  granted  only 
on  the  grounds  of  conscientious  scruples,  physical  disability,  or  other 
reasons  equally  valid.  Students  excused  for  conscientious  scruples 
are  required  to  do  work  in  physical  education  equivalent  in  amount. 
The  work  of  the  military  department  embraces  practical  and  theoreti- 
cal instruction  in  infantry  drill,  rifle  practice  and  music  for  the  band 
men.  Upon  graduation  students  who  have  held  cadet  commissions 
receive  appointments  from  the  Governor  of  Nebraska  in  the  State 
National  Guard  reserve  list,  subject  to  assignment  to  duty  in  the  guard. 
The  theoretical  and  practical  work  covers  the  course  prescribed  by  the 
War  Department. 


134  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

NEVADA. 

UNIVERSITY  OF  NEVADA. 

(Reno,  Nevada). 

The  University  of  Nevada  is  the  head  of  the  educational  system 
of  the  State  of  Nevada.  It  is  the  only  institution  of  university  or  col- 
lege grade  and  equipment  within  the  State.  The  Constitution  of 
Nevada  declares  that  "the  Legislature  shall  encourage,  by  all  suit- 
able means,  the  promotion  of  intellectual,  literary,  scientific,  mining, 
mechanical,  agricultural,  and  moral  improvement,"  and  shall  provide 
for  "the  establishment  of  a  State  University  which  shall  embrace 
departments  for  agriculture,  mechanic  arts  and  mining."  The  Uni- 
versity was  first  located  at  Elko,  by  a  law  approved  March  7,  1873, 
but  was  moved  to  Reno  by  an  Act  of  the  Legislature  approved  March 
7,  1885,  and  was  formally  reopened  March  31,  1886.  Only  a  pre- 
paratory school  was  maintained  at  Elko.  The  University  began  with 
the  academic  year  of  1886-87. 

The  State  Normal  was  authorized  by  an  Act  of  the  Legislature 
approved  February  7,  1887;  and  was  established  and  opened  for 
students  in  September,  1887. 

The  University  has  a  well  organized  military  department.  The 
students  receiving  military  instruction  are  designated  "cadets."  Every 
cadet  who  is  a  candidate  for  graduation  from  any  of  the  schools  of  the 
University  is  required  to  complete  the  prescribed  military  course,  ag- 
gregating eight  units.  The  course  follows  closely  that  outlined  by 
the  War  Department,  and  includes  both  practical  and  theoretical 
instruction  in  infantry  duties.  The  cadets  are  organized  as  a  bat- 
talion of  infantry  with  a  band. 

NEW  HAMPSHIRE. 

NEW   HAMPSHIRE   COLLEGE   OF  AGRICULTURE   AND   MECHANIC  ARTS. 

(Durham,  New  Hampshire). 

The  New  Hampshire  College  of  Agriculture  and  Mechanic  Arts 
was  incorporated  by  the  State  legislature  in  1866  under  the  provisions 
of  the  act  of  Congress  approved  July  2,  1862  (The  Morrill  Act). 

The  military  department  of  this  institution  was  first  organized 
September  1,  1894,  and  now  consists  of  a  band  and  a  battalion  of 
infantry  of  four  companies,  totaling  265  men.  Three  hours  a  week  for 
three  years  are  devoted  to  practical  instruction  in  infantry  training 
which  includes  gallery  and  range  practice,  while  one  hour  a  week  for 
two  years  is  devoted  to  the  theoretical  instruction  required  by  War 
Department  orders. 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.  135 

The  military  department  has  been  heretofore  classed  as  "B"  by 
the  War  Department  inspectors  but  will  come  under  classification  "C" 
(See  Chapter  III)  of  the  more  recent  order  of  the  War  Department. 

From  1866  to  1893  the  college  was  located  at  Hanover,  New  Hamp- 
shire, but  since  the  latter  date  it  has  been  at  Durham.  This  change 
in  location  was  due  to  the  fact  that  Benjamin  Thompson,  a  resident 
of  Durham,  bequeathed  to  the  college  at  his  death,  practically  his 
whole  estate,  consisting  of  a  large  area  of  land  and  an  endowment 
amounting  to  about  $80,000,  with  the  proviso  that  the  college  be 
located  at  Durham.  This  condition  was  accepted. 


NEW  JERSEY. 

RUTGERS    COLLEGE. 

(New  Brunswick,  New  Jersey). 

Rutgers  College,  located  at  New  Brunswick,  New  Jersey,  was 
founded  as  Queen's  College  by  Charter  from  George  III  on  November 
10,  1766.  In  1825  its  name  was  changed  to  Rutgers  College.  After 
the  passing  of  the  land  grant  act  in  1862  (The  Morrill  Act),  when  the 
College  was  nearly  100  years  old,  the  trustees  organized  the  Rutgers 
Scientific  School,  and  in  1864  the  legislature  of  New  Jersey  designated 
it  as  the  State  College  for  the  Benefit  of  Agriculture  and  Mechanic 
Arts. 

The  military  department  of  Rutgers  College  was  organized  under 
the  terms  of  the  United  States  act  on  which  the  State  College  was 
re-chartered.  This  department  now  consists  of  approximately  325  stu- 
dents who  are  organized  into  a  battalion  of  infantry,  the  organization 
conforming  to  that  which  obtains  in  the  United  States  Army  in  time 
of  peace.  The  military  instruction  is  chiefly  infantry,  with  signal 
corps,  target  practice  and  other  practical  work.  The  time  devoted  to 
practical  military  instruction  is  two  hours  each  week  for  the  four 
full  years  of  the  undergraduate  course.  Class  work  in  military  science 
maintains  for  two  hours  a  week  during  a  half  year  and  one  hour  a 
week  for  a  second  half  year.  The  work  is  well  sustained  and  is 
regarded  as  a  desirable  and  valuable  part  of  the  college  training.  The 
authorities  of  the  College  commend  and  emphasize  it  and  this  sympathy 
and  encouragement  is  evidenced  in  the  efficiency  of  the  department. 

The  classification  of  the  military  department  has  been  "Class  B" 
and  no  doubt  will  come  under  "Class  C"  in  applying  the  classification 
as  now  provided  for  and  described  in  Chapter  III. 


136  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

NEW  MEXICO. 

NEW   MEXICO   COLLEGE  OF  AGRICULTURE  AND   MECHANIC  ARTS. 

(State  College,  New  Mexico). 

This  institution  was  founded  in  1890.  Its  military  department 
was  first  actively  organized  in  1903.  There  are  150  men  in  the  bat- 
talion which  consists  of  three  companies.  Instruction  in  infantry  only 
is  given.  The  time  devoted  to  the  military  work  is  three  hours  of 
practical  and  one  hour  of  theoretical  per  week. 

This  institution  is  classified  by  the  United  States  Inspectors  as 
"Class  B."  (See  Appendix  V). 

NEW  YORK. 

CORNELL    UNIVERSITY. 

(Ithaca,  New  York). 

Cornell  University,  at  Ithaca,  New  York,  was  founded  in  1868, 
and  its  military  department  came  into  existence  the  same  year. 

During  the  year  1913-14,  there  were  enrolled  in  the  military  de- 
partment 950  students.  These  young  men  are  organized  into  one 
regiment  of  infantry  of  three  battalions,  each  battalion  consisting  of 
three  companies.  There  is  also  a  band  and  one  company  of  signal 
corps. 

The  character  of  instruction  given  in  the  military  department  is 
largely  infantry  with  specially  selected  men  in  the  signal  corps.  To 
this  instruction  is  given  three  hours  practical  exercises  per  week 
during  that  part  of  the  year  when  outdoor  movements  may  be  con- 
ducted. During  the  winter  season  when  it  is  impracticable  to  do 
outdoor  work,  exercises  are  divided  into  one  hour  practical  and  two 
hours  theoretical.  The  theoretical  instruction  usually  covers  a  course 
of  four  months. 

The  Army  Inspection  Board  for  the  year  1913-14,  gave  the  mili- 
tary department  of  Cornell  especial  commendation  for  the  character 
of  its  work. 

The  institution  has  excellent  indoor  and  outdoor  rifle  practice 
facilities  and  each  cadet  is  required  to  qualify  in  marksmanship. 

Until  further  facilities  can  be  secured  Cornell  has  the  permission 
of  the  War  Department  to  require  but  one  year  of  military  training, 
therefore,  in  the  freshman  year  it  is  required  and  with  the  other 
classes  it  is  optional.  There  are  about  150  men  electing  the  course. 
There  is  a  bill  pending  in  the  New  York  legislature  making  provisions 
for  an  appropriation  for  the  construction  of  a  large  drill  hall  suit- 
able for  a  regiment  of  1,500  men,  and  its  prospects  for  passing  are 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   137 

excellent.  When  the  facilities  which  this  bill  provides  for  have  been 
secured  students  of  the  sophomore  class  will  also  be  required  to  par- 
ticipate in  the  instruction. 

The  commissioned  officers  of  the  corps  are  paid  by  the  University 
and  are  taken  from  students  of  the  sophomore,  junior  and  senior 
years.  Their  annual  pay  is  as  follows :  Student  Colonels,  $250 ;  Stu- 
dent Majors,  $225;  Student  Captains,  $200;  Student  First  Lieuten- 
ants, $125 ;  Student  Second  Lieutenants,  $100.  Field  officers  and  cap- 
tains are  also  assistant  instructors  in  the  military  department.  As  may 
be  seen  from  this  liberal  allowance  of  pay  to  the  student  officers,  the 
Trustees  and  Faculty  are  very  generous  with  the  military  department 
and  support  it  in  every  way  possible. 

The  institution  in  the  past  years  has  been  classed  by  the  War 
Department  inspectors  as  class  "B." 


NORTH  CAROLINA. 

NORTH   CAROLINA   COLLEGE  OF  AGRICULTURE  AND   MECHANIC  ARTS. 

(West  Raleigh,  North  Carolina). 

This  institution  had  its  birth  in  a  bill  which  passed  the  State 
Legislature  and  was  approved  March  7,  1885.  The  law  provided 
that  proposals  be  received  from  towns  and  cities  of  the  State  and  that 
the  school  should  be  located  in  the  town  or  city  offering  the  most 
inducements.  The  proposition  offered  by  the  City  of  Raleigh  was 
accepted.  The  school  provided  for  by  the  original  act  was  by  fur- 
ther action  of  the  Legislature  of  1887  changed  into  an  Agricultural 
and  Mechanical  College,  and  the  revenues  due  the  State  from  the 
Morrill  act 'were  given  to  this  newly  created  college.  The  first  build- 
ing was  completed  in  1889  and  the  doors  were  opened  for  students  in 
October  of  that  year. 

A  course  in  military  science  and  tactics  is  very  systematically 
laid  out,  and  includes  progressive  instruction  in  the  Service  Manuals 
furnished  by  the  War  Department.  Male  members  of  all  classes 
except  seniors  are  required  to  take  the  course.  Seniors  have  choice 
of  taking  the  military  course  prescribed  for  their  class,  or  electing  three 
extra  hours  in  some  other  subject.  The  students  are  organized  into 
a  battalion  of  infantry  of  six  companies,  with  a  battalion  staff  and  a 
band.  There  are  350  students  in  the  military  department.  In  ad- 
dition to  the  infantry  battalion  a  signal  corps  is  maintained. 


138  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

NORTH  DAKOTA. 

NORTH    DAKOTA   AGRICULTURAL    COLLEGE. 

(Fargo,  North  Dakota). 

The  North  Dakota  Agricultural  College  was  located  at  Fargo  in 
1889,  according  to  the  provisions  of  the  State  constitution.  On  March 
2,  1890,  the  first  legislative  assembly  of  the  newly  organized  State 
established  the  institution  under  the  provisions  of  the  Morrill  Act 
of  July,  1862.  The  College  was  actually  organized  for  education- 
al work  October  15,  1890,  and  the  first  work  was  carried  on  in  rented 
quarters  in  the  City  of  Fargo  and  in  rooms  rented  from  Fargo  Col- 
lege. 

All  male  students  entering  the  College  courses  are  required  to 
take  military  instruction  for  six  terms.  An  exception  to  this  is 
made  in  the  case  of  students  who  have  completed  six  terms  of  mili- 
tary instruction  in  the  Agricultural  and  Manual  Training  High  School 
or  five  terms  in  the  Industrial  courses.  Those  excepted  are  required  to 
take  military  work  for  only  three  terms  in  the  College.  Each  term 
of  military  instruction  counts  as  two  hours  toward  graduation.  Ser- 
vice in  the  National  Guard  is  also  recognized  by  giving  six  hours' 
credit  for  each  year's  service  including  an  encampment.  Students 
who  have  finished  the  required  military  course  are  given  an  oppor- 
tunity to  volunteer  for  additional  work  in  this  department  for  which 
they  are  given  credits  toward  graduation  of  two  hours  for  each 
term.  In  the  selection  of  commissioned  officers,  other  things  being 
equal,  preference  is  given  to  such  volunteers.  The  North  Dakota 
Agricultural  College  is  one  of  a  number  of  state  institutions  which 
fail  to  differentiate  between  military  instruction  and  athletics  as  is 
evidenced  by  the  following  rule:  "The  same  regulations  will  apply 
to  the  first  band,  service  in  which  is  considered  equivalent  to  mili- 
tary drill,  and  to  first  squads  in  football,  basketball  and  baseball. 
However,  a  student  will  be  required  to  drill  until  his  position  in  the 
squad  is  assured." 

As  is  usual  in  other  land  grant  colleges,  students  may  be  excused 
from  military  instruction  because  of  physical  disability.  Many  in- 
stitutions require  students  excused  for  this  reason  to  elect  an  equiva- 
lent in  some  other  course.  This,  however,  does  not  appear  to  be  the 
case  with  the  North  Dakota  Agricultural  College.  The  course  of 
instruction  in  the  military  department  embraces  theoretical  and  prac- 
tical work.  The  text  books  in  use  include  Army  Regulations,  In- 
fantry Drill  Regulations,  Small  Arms  Firing  Regulations,  Field  Ser- 


w  * 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   139 

vice  Regulations,  Manual  of  Guard  Duty  and  First  Aid  to  the  In- 
jured.    Practical  instruction  includes  target  practice. 

OHIO. 

OHIO  STATE  UNIVERSITY. 

(Columbus,  Ohio). 

In  November,  1862,  Governor  Tod  brought  to  the  attention  of 
the  State  Board  of  Agriculture  of  Ohio  the  provisions  of  the  Morrill 
act  of  July  2,  of  that  year.  On  February  9,  1864,  a  bill  was  introduced 
and  passed  by  the  State  Legislature  accepting  this  grant  and  pledged 
the  faith  of  the  State  to  the  performance  of  all  the  conditions  and 
provisions  which  it  contained.  In  1866,  an  act  was  passed  which 
provided  for  the  establishment  of  the  Ohio  Agricultural  and  Mechanic- 
al College,  but  the  provisions  were  not  carried  into  effect,  and  a  second 
act  was  passed  in  1870,  providing  for  the  establishment  of  a  like 
institution  and  locating  it  at  Columbus.  The  institution  war,  open 
for  the  reception  of  students  on  the  17th  of  September,  1873.  It 
was  reorganized  and  the  name  changed  to  that  which  it  now  bears  by 
act  of  the  State  legislature  of  1878. 

Under  the  law  of  Congress  endowing  the  University,  as  is  the 
case  with  all  land  grant  colleges,  it  is  required  that  instruction  shall 
be  given  in  military  science  and  tactics,  and  the  trustees  have  directed 
that  all  male  students,  except  those  in  the  College  of  Law  and  such 
others  as  may  be  especially  excused,  shall  render  two  years  of  cadet 
service.  The  course  of  military  instruction  is  both  practical  and 
theoretical,  and  is  given  by  means  of  systematic  drill,  supplemented 
by  lectures  and  recitations,  and  is  so  arranged  as  to  occupy  four 
hours  per  week  throughout  the  year.  For  the  purpose  of  drill,  all 
students  enrolled  in  the  department  are  organized  into  a  regiment 
composed  of  four  battalions  of  four  companies  each,  a  band,  and  a 
trumpet  corps.  Each  battalion  has  its  own  staff  officers.  The  total 
number  of  men  under  arms  averages  about  1,200.  Service  in  the  band 
is  credited  as  military  service.  The  appointment  of  cadet  officers  during 
the  second  year  of  service  is  for  excellence  in  their  work.  These 
officers  may  continue  to  serve  during  the  third  and  fourth  years 
if  they  wish,  and  if  they  do  are  given  a  small  compensation  at  the 
end  of  each  year's  satisfactory  service.  Members  of  the  band  who 
volunteer  for  service  after  having  completed  their  two  years  re- 
quired duty  also  receive  a  small  compensation,  and  receive  instruc- 
tion during  the  four  winter  months  from  a  competent  band  master. 


140  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

The  theoretical  instruction  includes  a  systematic  and  progressive 
course  in  Infantry  Drill  Regulations  of  the  United  States  Army, 
the  organization  and  administration  of  the  United  States  Army,  and 
elementary  principles  governing  the  art  of  war. 

The  military  department  of  Ohio  State  University  has  the  dis- 
tinction of  having  had  continuously  on  duty  with  it  since  1900  the  same 
officer  of  the  Army  detailed  by  the  War  Department.  This  officer, 
Captain  George  L.  Converse,  U.  S.  Army,  has  the  distinction  of  being 
the  dean  of  Professors  of  Military  Science  and  Tactics  of  the  United 
States. 

OKLAHOMA. 

OKLAHOMA   AGRICULTURAL    COLLEGE. 

( Still  water,  Oklahoma ) . 

The  site  of  the  Agricultural  and  Mechanical  College  in  Oklahoma 
is  at  Stillwater  in  Payne  County.  This  college  owes  its  origin  to  the 
bill  fathered  by  the  United  States  Senator  Morrill  of  Vermont,  in  1862 
(Morrill  Act).  The  first  legislature  of  the  territory  of  Oklahoma 
adopted  a  resolution  assenting  to  and  accepting  the  provisions  of  Con- 
gress and  established  the  Oklahoma  Agricultural  and  Mechanical 
College  at  its  present  location  at  Stillwater  in  December,  1890.  The 
College  was  organized  in  1891. 

This  institution  being  one  of  the  beneficiaries  of  the  act  of 
Congress  of  1862,  instruction  in  military  tactics  is  made  compulsory. 
The  course  of  instruction  is  made  to  conform  strictly  to  the  provisions 
of  War  Department  general  orders.  In  compliance  with  the  require- 
ments of  that  order,  the  course  is  both  practical  and  theoretical,  and 
is  applied  as  follows :  Practical :  Infantry  Drill  Regulations  through 
the  school  of  the  regiment,  in  close  and  extended  order;  advance 
and  rear  guards  and  outposts;  marches,  map  making  and  entrench- 
ments; ceremonies  of  review,  inspection,  parades,  escort  of  the  color, 
guard  mounting,  etc. ;  gallery  and  target  practice ;  field  problems 
with  blank  ammunition.  Theoretical:  Infantry  Drill  Regulations 
United  States  Army;  Small  Arms  Firing  Regulations  (1913); 
Field  Service  Regulations;  Manual  of  Guard  Duty;  outline  of 
first  aid  to  the  injured,  and  lectures  on  various  military  topics.  All 
students  not  physically  disqualified  are  required  to  take  the  military 
course.  During  the  fall  term  there  are  three  practical  exercises  per 
week,  while  the  spring  and  winter  terms  are  devoted  to  theoretical 
instruction.  Satisfactory  completion  of  the  prescribed  work  is  re- 
quired before  graduation.  Students  entering  from  other  institutions 
where  officers  of  the  Army  are  detailed  are  given  credit  for  theoretical 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   141 

work  for  which  they  hold  certificates,  provided  they  are  not  after- 
wards found  deficient  in  the  practical  work  of  the  subject.  The 
cadets  are  organized  into  a  regiment  consisting  of  two  battalions  of 
four  companies  each  with  full  complement  of  field,  staff  and  line 
officers  and  noncommissioned  officers  and  a  band.  Officers  whose 
services  have  been  satisfactory  are  given  a  genuine  parchment  com- 
mission on  their  graduation. 

OREGON. 

OREGON  AGRICULTURAL  COLLEGE. 

(Corvallis,   Oregon). 

The  Oregon  Agricultural  College,  located  at  Corvallis,  Oregon, 
was  organized  as  a  private  institution  in  1868.  It  was  reorganized 
as  the  State  Agricultural  College  in  1885  and  its  military  department 
was  established  in  September,  1889.  At  the  present  time  there  are 
enrolled  in  this  department  between  900  and  1,000  students;  of  this 
number  300  took  the  theoretical  work  during  the  first  semester  of 
1913-14,  the  majority  of  this  number  being  also  enrolled  in  the  prac- 
tical work  of  the  department.  The  students  are  organized  into  a 
full  regiment  of  infantry  of  twelve  companies  and  a  band,  together 
with  a  signal  corps  and  a  hospital  corps.  Military  instruction  is 
largely  confined  to  infantry  exercises.  Students  who  are  temporarily 
disabled  are  given  instruction  in  the  work  of  the  hospital  corps  and 
those  permanently  disabled  are  enrolled  in  the  signal  corps.  All  stu- 
dents devote  four  hours  a  week  to  military  drill;  juniors  and  seniors 
devote  an  additional  hour  to  theoretical  instruction  in  military  science. 
Among  other  military  activities  is  a  rifle  club  which  was  organized 
in  the  fall  of  1913. 

The  classification  of  the  military  department  has  been  "Class 
B"  but  will  come  under  "Class  C"  in  the  future. 

PENNSYLVANIA. 

PENNSYLVANIA    STATE    COLLEGE. 

(State  College,  Pennsylvania). 

The  Pennsylvania  State  College  was  formally  established  under 
the  act  of  Congress  of  July  2,  1862,  together  with  a  corresponding 
act  of  the  General  Assembly  of  Pennsylvania  passed  April  1,  1863. 
However,  action  looking  to  such  an  institution  had  been  taken  as 
early  as  1855  when  a  charter  was  secured  from  the  legislature  of 
Pennsylvania  for  a  "Farmers'  High  School."  This  organization 
selected  a  site  in  Center  County  and  one  wing  of  the  building  (now 


142  MILITARY  EDUCATION   IN  THE  UNITED  STATES. 

Old  Main)  was  begun  and  the  school  was  opened  in  February,  1859, 
offering  a  course  of  study  leading  only  to  the  occupation  of  farming. 
A  class  of  eleven  was  graduated  in  December,  1861,  being  probably 
the  first  class  graduated  from  a  purely  agricultural  institution  in  the 
United  States.  On  the  following  May,  the  name  of  the  School  was 
changed  to  "The  Agricultural  College  of  Pennsylvania." 

The  military  department  of  this  institution  was  organized  in 
1865  to  meet  the  requirements  of  the  Morrill  act.  Every  male  stu- 
dent of  the  freshman,  sophomore  and  special  classes  except  members 
of  the  athletic  squads  whose  names  have  been  certified  to  the  com- 
mandant of  cadets,  are  required  to  take  the  military  course.  The 
instruction  is  both  theoretical  and  practical,  covering  as  much  of  the 
rudiments  of  infantry  instruction  as  time  will  permit.  Theoretical 
instruction  is  confined  to  the  freshman  year  in  Infantry  Drill  Regu- 
lations and  a  course  for  commissioned  officers  in  Field  Service  Regu- 
lations. Both  courses  are  supplemented  by  lectures.  Theoretical 
instruction  is  also  given  the  sophomore  class  in  firing  regulations  for 
small  arms  in  conjunction  with  the  practical  work.  Practical  instruc- 
tion, given  in  the  Autumn  and  Spring  months  includes  the  following: 
Infantry  Drill  Regulations,  including  the  schools  of  the  soldier,  squad, 
company,  battalion  and  regiment  in  close  and  extended  order;  com- 
munications; orders;  combat;  reconnaisance ;  fire  superiority;  deploy- 
ment ;  attack ;  defense ;  meeting  engagements ;  patrols ;  advance  guards ; 
rear  guards ;  flank  guards ;  outposts,  and  ceremonies  of  dress  parades, 
reviews  and  inspections.  The  sophomore  class  receives  practical  in- 
struction in  gallery  practice.  Theoretical  instruction  is  also  given  in 
military  map  reading  and  map  making. 

The  number  of  students  enrolled  in  the  military  department  ap- 
proximates 1,300.  These  young  men  are  organized  into  a  regiment 
of  infantry  with  a  band  and  a  full  complement  of  commissioned  and 
noncommissioned  officers.  The  number  of  hours  per  week  devoted 
to  military  instruction  is  one  to  theoretical  and  five  to  practical  exer- 
cises. 

PORTO  RICO. 

UNIVERSITY  OF   PORTO   RICO. 

(Rio  Piedras,  Porto  Rico). 

The  University  of  Porto  Rico  was  established  by  act  of  the  In- 
sular Legislature  in  March,  1903,  and  located  at  Rio  Piedras,  seven 
miles  from  San  Juan,  the  capital  of  the  Island. 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   143 

Altho'  a  young  institution  the  University  has  developed  very 
rapidly  and  is  now  ready  to  offer  unusual  advantages  in  preparing 
its  students  for  business  or  the  professions,  if  a  knowledge  of  both 
English  and  Spanish  are  to  his  advantage.  It  is  in  fact  fast  develop- 
ing into  a  Pan-American  university.  The  following  named  depart- 
ments have  been  organized  and  are  in  operation:  Normal,  Liberal 
Arts,  Law,  Pharmacy,  Agriculture  and  Mechanic  Arts.  The  College 
of  Agriculture  and  Mechanic  Arts  has  been  located  at  Mayaguez 
since  1912. 

The  military  department  was  organized  February  16,  1910,  in 
the  University  at  Rio  Piedras,  and  in  the  College  of  Agriculture  at 
Mayaguez  in  1912.  All  ablebodied  male  students  who  enroll  in  the 
institution  are  required  to  take  the  course  in  military  science  and 
tactics.  At  Rio  Piedras  the  students  are  organized  into  a  battalion 
of  infantry  of  four  companies  with  a  band,  and  at  the  College  of 
Agriculture  at  Mayaguez  the  organization  consists  of  a  battalion  of 
three  companies  with  a  band.  The  professor  of  military  science 
and  tactics  has  his  headquarters  at  Rio  Piedras  but  makes  frequent 
visits  to  the  Agricultural  College. 

Three  hours  per  week  are  devoted  to  military  instruction,  most 
of  which  consists  of  practical  exercises.  The  equipment  consists 
of  U.  S.  Magazine  Carbines,  Model  1899,  remodeled,  with  bayonets, 
belts,  cartridge  boxes,  canteens  and  haversacks.  The  students  take 
kindly  to  military  training  and  are  very  apt  pupils.  An  encampment 
of  about  three  weeks  was  instituted  just  before  the  opening  of  the 
school  year  of  1913-14,  which  was  attended  by  the  officers  and  non- 
commissioned officers  of  both  battalions,  and  from  which  they  de- 
rived much  benefit  and  pleasure. 

Eduardo  Nagron,  a  graduate  of  the  Normal  department  of  the 
institution  in  1912,  who  was  student  major  of  the  battalion  that 
year,  was  the  first  of  the  students  to  distinguish  himself  along  mili- 
tary lines.  He  has  accepted  a  commission  as  lieutenant  in  the  Philip- 
pine Constabulary  and  is  now  stationed  in  the  Philippine  Islands.  In 
a  letter  to  the  author  dated  February  16,  1914,  First  Lieutenant  Bates 
Tucker,  U.  S.  A.,  the  professor  of  military  science  and  tactics,  in 
commenting  on  the  growth  of  the  University  said :  "We  are  building 
up  a  school  here  of  which  we  are  proud  and  we  feel  that  if  the  ad- 
vantages were  known  we  would  have  many  more  students  from  the 
states." 


144  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

RHODE  ISLAND. 

RHODE  ISLAND  STATE   COLLEGE. 

(Kingston,  Rhode  Island). 

The  Rhode  Island  State  College  is  one  of  the  so-called  "land 
grant"  colleges.  It  was  founded  in  1888  as  an  agricultural  school 
and  was  incorporated  as  a  college  in  1892,  in  which  year  its  military 
department  was  also  organized. 

Being  a  beneficiary  of  the  Morrill  act,  the  Rhode  Island  State 
College  maintains  a  military  department,  in  which  all  male  students 
are  required  to  participate  during  their  attendance  at  the  college 
unless  excused  by  reason  of  physicial  disability.  They  may,  how- 
ever, be  excused  after  service  during  four  collegiate  years.  Credit 
is  given  for  this  work  on  the  same  basis  and  under  the  same  regu- 
lations as  in  any  other  department.  The  instruction  consists  of 
both  theoretical  and  practical  work,  the  former  including  recitations 
in  the  service  manuals  furnished  by  the  War  Department  and  lectures 
by  the  commandant.  Theoretical  instruction  is  also  given  in  the 
preparation  of  reports,  returns,  orders,  in  the  method  of  correspond- 
ence, and,  in  general,  in  the  duties  of  company  and  battalion  officers. 
Practical  instruction  embraces  practical  exercises  in  Infantry  Drill 
Regulations;  Small  Arms  Firing  Regulations;  Field  Service  Regu- 
lations; duties  of  advance,  rear  and  flank  guards,  Manual  of  Guard 
Duty,  etc.  The  number  of  students  participating  in  military  instruc- 
tion approximates  200.  These  young  men  are  organized  into  a 
battalion  of  infantry  of  four  companies,  with  staff  and  band.  A 
number  of  changes  have  recently  taken  place  in  the  military  depart- 
ment under  the  regime  of  the  present  professor  of  military  science 
and  tactics,  Captain  W.  E.  Dove,  United  States  Army,  and  the 
efficiency  of  the  department  has  shown  a  marked  increase. 

SOUTH  CAROLINA. 

CLEM  SON    AGRICULTURAL    COLLEGE. 

(Clemson  College,   South  Carolina). 

The  Clemson  Agricultural  College  was  founded  in  1892  and  has 
been  designated  as  a  beneficiary  of  the  Morrill  act. 

The  military  department  of  this  institution  was  organized  in 
1892.  Its  classification  in  1913  by  the  War  Department  inspectors 
placed  in  class  "B  A,"  which  classification  means  that  the  military 
department  has  attained  the  state  of  efficiency  required  for  strictly 
military  schools  and  colleges  of  Class  A  (See  Appendix  V) — the 
highest  classification  excepting  only  the  "distinguished"  schools. 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.    145 

There  are  approximately  800  students  in  the  military  depart- 
ment of  this  College.  This  body  of  young  men  is  organized  into  a 
regiment  of  twelve  companies  of  infantry  with  a  band.  The  charac- 
ter of  instruction  is  infantry  in  all  of  its  branches,  to  which  three 
hours  practical  and  one  hour  theoretical  per  week  are  devoted.  The 
following  extract  from  the  Regulations  for  the  Government  of  Cadets 
will  explain  in  part  the  organization  and  mode  of  government  of  the 
cadet  corps: 

"The  Commandant  of  Cadets,  under  the  President  of  the  College,  has 
immediate  command  and  control  of  the  corps  of  cadets  in  all  that  pertains 
to  its  organization,  drill,  military  police,  discipline  and  administration.  He 
is  charged  with  the  instruction  of  the  cadets  in  the  theoretical  military 
course  and  in  all  practical  military  exercises.  He  will  prescribe  the  order 
in  which  the  furniture,  bedding,  books,  clothing,  equipments,  etc.,  shall  be 
arranged  throughout  the  barracks,  and  shall,  in  person  make  a  minute  and 
thorough  inspection  of  the  rooms,  furniture,  arms  and  accoutrements,  etc., 
of  the  cadets  at  least  once  each  week,  and  make  a  report  thereon  to  the 
President." 


SOUTH  DAKOTA. 

SOUTH    DAKOTA    STATE    COLLEGE. 

(Brookings,  South  Dakota). 

An  act  of  the  Territorial  Legislature  of  the  then  territory  of 
South  Dakota  approved  February  21,  1881,  provided  that  an  agri- 
cultural college  for  the  territory  be  established  at  Brookings.  The 
legislature  of  1883  provided  for  the  erection  of  the  first  building, 
which  was  opened  for  use  September  24,  1884.  The  Enabling  Act 
approved  February  22,  1889,  admitting  South  Dakota  into  the  Union 
provided  that  120,000  acres  of  land  be  granted  for  the  use  and  sup- 
port of  the  Agricultural  College,  as  provided  in  the  acts  of  Congress 
making  donations  of  land  for  such  purposes  (The  Morrill  Act).  An 
additional  40,000  acres  was  also  granted  to  the  College,  giving  it  a 
total  land  grant  of  160,000  acres.  The  State  Legislature  of  1907, 
changed  the  name  of  the  institution  from  "The  Agricultural  College 
of  South  Dakota,"  to  "The  State  College  of  Agriculture  and  Mechanic 
Arts." 

The  national  law  organizing  and  endowing  this  institution  re- 
quired that  military  science  shall  form  part  of  the  instruction  offered. 
Pursuant  to  the  provisions  of  this  law  all  male  students  taking  regu- 
lar work  in  the  College  are  required  to  do  certain  work  in  this  de- 
partment, unless  excused  because  of  physical  disability  or  some  other 
valid  reason.  The  work  of  the  department  is  conducted  in  accord- 
ance with  the  War  Department  orders  promulgated  pursuant  to 
acts  of  Congress.  Instruction  in  military  science  and  tactics  is  both 
10 


146  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

practical  and  theoretical.  Practical  work  consists  of  instruction  in 
infantry  tactics  including  firing  regulations  for  small  arms,  field  ser- 
vice regulations,  guard  duty,  etc.,  to  which  three  hours  a  week  are 
devoted.  The  theoretical  work  consists  of  recitations  on  the  above 
subjects  and  lectures  by  the  commandant  on  various  military  topics. 
To  this  part  of  the  course  is  given  one  hour  per  week  for  one 
semester.  For  sophomores  the  study  of  Elements  in  Military  Science 
requires  one  hour  a  week  for  the  second  semester.  Members  of  the 
two  under  classes  are  required  to  take  both  practical  and  theoretical 
courses.  The  students  in  the  Corps  of  Cadets  are  organized  for 
the  purpose  of  drill  and  administration  as  an  infantry  battalion  with 
a  band.  The  appointments  and  promotions  of  commissioned  and 
noncommissioned  officers  are  made  in  accordance  with  merit. 

TENNESSEE. 

UNIVERSITY   OF   TENNESSEE. 

(Knoxville,  Tennessee). 

The  University  of  Tennessee  located  at  Knoxville,  was  chartered 
under  its  maiden  name  of  "Blount  College"  by  the  Legislature  of 
the  "Territory  South  of  the  Ohio  River,"  on  September  10,  1794. 
In  1807  it  transferred  its  corporate  funds,  property,  and  effects  to 
"East  Tennessee  College"  which  had  at  that  time  just  received  its 
charter  from  the  State  of  Tennessee.  The  site  of  the  University  was 
purchased  in  1826,  and  in  1840  the  name  of  the  College  was  changed 
by  act  of  the  legislature  to  "East  Tennessee  University."  During  the 
presidency  of  Doctor  Thomas  Humes  in  1869,  the  General  Assembly 
of  Tennessee  passed  an  act  establishing  as  a  department  of  the  Uni- 
versity an  Agricultural  and  Mechanical  College,  and  transferred  to 
the  University  for  the  use  of  that  College  the  endowment  resulting 
from  the  sale  of  land  scrip  received  by  that  State  from  the  National 
Govenment  as  a  result  of  the  Morrill  Act  of  1862.  By  an  act  of  the 
State  Legislature  in  1879,  the  name  of  "East  Tennessee  University"  was 
changed,  and  the  institution  has  borne  its  present  name,  "The  Uni- 
versity of  Tennessee,"  since  that  time. 

There  are  at  the  present  time  200  students  in  the  military  de- 
partment of  this  institution.  This  department  was  organized  in  1869. 
The  students  taking  military  instruction  are  organized  into  a  bat- 
talion of  infantry  of  three  companies  with  a  band.  The  instruction 
is  of  that  nature  which  is  generally  advanced  for  the  development  of 
the  infantry  soldier,  and  consists  of  both  practical  and  theoretical 
work  for  five  hours  per  week.  Under  the  new  method  of  military 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   147 

classification  by  the  War  Department  inspectors  this  institution  will 
take  its  place  under  class  "C." 

TEXAS. 

AGRICULTURAL    AND    MECHANICAL    COLLEGE    OF    TEXAS. 

(College  Station,  Texas). 

The  Agricultural  and  Mechanical  College  of  Texas,  like  many 
of  the  land  grant  institutions  in  other  states  of  the  Union,  owes  its 
origin  to  the  act  of  Congress  approved  July  2,  1862.  This  act  re- 
quired that  its  provisions  should  be  formally  accepted  by  the  respect- 
ive states.  By  joint  resolution  approved  November  1st,  1866,  the 
Legislature  of  Texas  accepted  the  provisions  of  the  Congressional 
legislation.  In  an  act  approved  April  17,  1871,  the  legislature  pro- 
vided for  the  establishment  of  an  Agricultural  and  Mechanical  Col- 
lege which  was  located  in  Brazos  County.  The  Constitutional  Con- 
vention of  1876  constituted  the  college  a  branch  of  the  University 
of  Texas,  and  in  accordance  with  the  terms  of  the  Federal  legis- 
lation, designated  it  as  an  institution  for  instruction  in  agriculture 
and  mechanic  arts  and  the  natural  sciences.  The  College  was  form- 
ally opened  for  the  reception  of  students  October  4,  1876. 

The  military  department  of  this  institution  was  organized  in 
1876,  coincident  with  the  opening  of  the  departments.  The  military 
feature  of  the  institution,  made  necessary  by  the  acceptance  of  the 
Federal  grants,  is  an  important  adjunct  to  the  other  work  of  the 
College.  The  discipline  of  the  institution  follows  very  closely  the 
military  method.  Students  are  not  allowed  to  leave  the  college  grounds 
either  to  visit  neighboring  towns,  or  their  homes  without  first  securing 
a  furlough  from  the  commandant  of  cadets  or  from  the  president. 
The  Cadet  Corps,  which  includes  all  students  in  attendance  at  the 
College,  is  organized  as  a  regiment  of  infantry  consisting  of  a  band 
and  three  battalions  of  four  companies  each.  The  number  of  stu- 
dents in  the  regiment  is  slightly  less  than  800.  All  military  instruc- 
tion is  under  the  immediate  charge  of  the  commandant,  an  officer  of 
the  United  States  Army.  Officers  and  noncommissioned  officers  of 
the  regiment  are  selected  from  the  senior,  junior  and  sophomore 
classes.  The  course  of  instruction  embraces  very  largely  the  duties 
of  infantry  troops  and  covers  those  things  described  in  the  Service 
Manuals.  The  instruction  is  divided  into  practical  and  theoretical 
exercises,  the  latter  including  lectures  on  military  topics.  Four 
hours  and  thirty  minutes  each  week  are  devoted  to  practical  instruc- 
tion and  approximately  twelve  hours  per  week  to  theoretical  work. 


148  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

The  College  has  been  classified  by  the  War  Department  as  a  "dis- 
tinguished institution"  and  is  one  of  the  few  agricultural  schools 
having  received  this  mark  of  high  merit. 

UTAH. 

AGRICULTURAL  COLLEGE  OF  UTAH. 

(Logan,  Utah). 

The  Agricultural  College  of  Utah  was  founded  on  March  8,  1888, 
when  the  legislative  assembly  of  the  State  of  Utah  accepted  the  terms 
of  the  national  law  passed  by  Congress  on  July  2,  1862.  In  Sep- 
tember, 1890,  the  institution  was  first  opened  for  the  admission  of 
students. 

Being  a  land  grant  institution  instruction  in  military  tactics  is 
required.  All  ablebodied  male  students  of  the  College  are  required 
to  enroll  in  the  military  department  during  three  years  of  their  course. 
The  satisfactory  completion  of  both  the  practical  and  theoretical 
work  prescribed  for  any  one  year  entitles  the  student  to  two  credits 
toward  graduation.  The  military  body  of  the  College  consists  of  one 
battalion  of  three  companies  with  a  band  of  twenty-eight  instruments. 
There  are  five  fifty-minute  periods  of  instruction  each  week  through- 
out the  college  year.  The  military  work  is  divided  into  theoretical 
and  practical,  the  greater  part  of  the  time  being  given  to  the  latter. 
Practical  exercises  consist  of  infantry  drill,  instructions  in  marching, 
placing  of  outposts,  advance  guards,  and  in  combat  exercises.  In- 
stuction  is  also  given  in  position,  sighting  and  aiming  drills ;  indoor 
and  outdoor  target  practice. 

VERMONT. 

UNIVERSITY  OF  VERMONT. 

(Burlington,  Vermont). 

"An  Act  for  the  purpose  of  founding  a  university  at  Burlington" 
was  passed  by  the  Legislature  of  Vermont,  November  2,  1791.  This 
act  provided  that  the  institution  be  known  and  designated  by  the  style 
of  the  "University  of  Vermont."  Under  the  provisions  of  the  Morrill 
act  of  July  2,  1862,  the  Legislature  of  Vermont  chartered  in  that  year 
the  "Vermont  Agricultural  College."  This  failed  to  receive  the  sup- 
port necessary  to  put  it  in  operation,  and  was  by  an  act  approved 
November  6,  1865,  incorporated  with  the  University  of  Vermont  into 
one  institution  under  the  name  of  "The  University  of  Vermont  and 
State  Agricultural  College."  The  University  is  the  oldest  State  in- 
stitution in  the  United  States. 


CADET    BATTALION,    BAND,    AND    COMMANDANT    AND    CADET    OFFICERS, 
UNIVERSITY    OF    VERMONT,     BURLINGTON,     VT. 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   149 

The  University  having  been  officially  designated  as  a  beneficiary 
of  the  revenues  derived  from  the  Morrill  act,  maintains  a  military 
department  to  meet  that  part  of  the  requirements  of  this  act  which 
pertains  to  military  instruction.  All  male  students  excepting  those 
in  the  College  of  Medicine,  are  required  to  take  the  military  course, 
unless  excused  because  of  physical  disability,  for  their  freshman  and 
sophomore  years.  The  time  devoted  to  military  exercises  is  three 
hours  per  week,  one  of  which  is  given  to  theoretical  work  consisting 
of  recitations  and  lectures  and  the  other  two  hours  to  practical  work. 
The  course  comprises  that  prescribed  by  the  War  Department  and 
is  confined  largely  to  instruction  in  the  Service  Manuals  furnished  by 
the  Government.  The  course  in  detail  is  as  follows : 

FIRST     YEAR — PRACTICAL. 

Infantry  Instruction. — 1.  Orders,  Commands  and  Signals.  2.  School  of 
the  Soldier.  3.  School  of  the  Squad.  4.  School  of  the  Company;  (a)  Close 
Order;  (b)  Extended  Order;  (c)  Fire.  5.  The  Battalion;  (a)  Close  Order; 

(b)  Combat  Principles.    6.  Ceremonies;    (a)  Reviews;    (b)   Parades.    7.  In- 
spections.   8.  Honors  and  Salutes. 

Small  Arms  Firing. — 1.  Sighting  Exercises.  2.  Position  and  Aiming 
Drill.  3.  Gallery  Practice.  4.  Deflection  and  Elevation  Instruction.  5.  Esti- 
mating Distances.  6.  Individual  Known  Distance  Firing — instruction  and 
record  practice. 

Manual  of  Guard  Duty. — 1.  Guard  Mounting.  2.  Posting  and  Relieving 
Sentries. 

FIRST     YEAR — LECTURES     AND     THEORETICAL     INSTRUCTION. 

1.  Benefits  to  the  Nation,  State,  College  and  Student  of  Military  Train- 
ing. 2.  Military  Policy  of  the  United  States.  3.  Military  Rank,  Discipline, 
and  Courtesies — history  and  purpose.  4.  History  and  Development  of  Mili- 
tary Fire  Arms.  5.  Nomenclature  of  the  Rifle.  6.  Care  and  Preservation 
of  the  Rifle.  7.  Sight  Adjustments  for  Varying  Conditions  of  Light  and 
Wind,  and  Other  Influences  on  a  Bullet  in  Flight.  8.  Military  Organization. 
9.  The  Service  of  Information.  10.  Military  Orders.  11.  Service  of  Security. 
12.  Marches  and  Convoys.  13.  Shelter  (housing)  of  Troops.  14.  Service  of 
Supply.  15.  Transportation.  16.  Combats.  17.  Sanitary  Service.  18.  Laws 
of  War  (Instruction  for  the  Government  of  the  Armies  of  the  United  States 
in  Times  of  War). 

SECOND   YEAR — PRACTICAL. 

Infantry  Instruction. — Review  of  First  Year's  course. 

Combat.— 1.   Leadership;    (a)    General  considerations;    (b)    Teamwork; 

(c)  Orders;    (d)    Communication.     2.   Combat  Reconnaissance.     3.  Fire  Su- 
periority;   (a)  Purpose  and  nature;    (b)  Fire  direction  and  control.    4.  De- 
ployment.   5.  Attack;    (a)   Deployment  for  the  attack;    (b)   Advancing  the 
attack;    (c)   The  fire  attack;    (d)   The  charge;    (e)   Pursuit;    (f)   Attack  of 
fortifications;    (g)  Holding  Attack.     6.  Defense;    (a)   Positions  and  intrench- 
ments;    (b)  Deployment  for  defense;   (c)  Counter  attack;    (d)   Delaying  ac- 
tion.    7.  Meeting  Engagements.     8.  Withdrawal  from  Action.     9.  Miscellane- 
ous;   (a)    Intrenchments ;    (b)    Minor  warfare;    (c)    Patrols;    (d)    Marches; 
(e)  Protection  of  the  march;   (f)  Camps;   (g)  Camp  sanitation;   (h)  Protec- 
tion of  camp  or  bivouac. 

Small  Arms  Firing. — Review  of  First  Year's   work. 
Field    Service   Regulations. — 1.    Service   of   Information.     2.    Service   of 
Security.     3.  Marches  and  Convoys. 


150  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

Manual  of  Guard  Duty. — 1.  Guard  Mounting.  2.  Posting  and  relieving 
of  Sentries.  3.  Compliments  from  Guards.  4.  Guard  Reports. 

SECOND    YEAR — LECTURES    AND    THEORETICAL    INSTRUCTION. 

Review  of  First  Year's  Lecture  Course. — 1.  Customs  of  the  Military 
Service.  2.  Duties  of  Company  Officers  of  Infantry,  Volunteers  and  Militia. 
3.  Military  Training  and  Its  Relation  to  Good  Citizenship.  4.  The  Citizen's 
Duty  to  His  Country  in  Times  of  War.  5.  Military  Justice— how  admin- 
istered. 6.  Summary  of  Army  Regulations.  7.  The  Articles  of  War. 

Military  science  and  tactics  is  required  of  all  male  Freshmen  and 
Sophomores  in  colleges  other  than  that  of  Medicine,  and  including  male 
special  students. 

The  number  of  students  participating  in  military  instruction  is 
slightly  less  than  250.  These  young  men  are  organized  into  a  bat- 
talion of  infantry  with  full  complement  of  commissioned  and  non- 
commissioned officers  and  a  band.  There  is  also  a  signal  detachment 
composed  of  students  who  have  had  military  experience  before  enter- 
ing the  University,  and  of  those  who  have  shown  special  aptitude  in 
the  infantry  instruction.  A  hospital  detachment  composed  of  27  men 
with  an  organization  similar  to  that  of  a  sanitary  detachment  for  a 
regiment  of  infantry  is  fully  organized  and  under  the  immediate  direc- 
tion of  a  member  of  the  faculty  of  the  Medical  College.  The  young  men 
composing  this  detachment  are  students  who  are  taking  the  Pre-Medic 
course.  They  are  also  required  to  take  the  practical  course  in  in- 
fantry instruction.  At  the  beginning  of  the  college  year  of  1912-13, 
a  system  of  awarding  commissions  to  the  student  officers  and  warrants 
to  noncommissioned  officers  was  instituted,  also  certificates  to  those 
who  have  finished  the  course  showing  the  degree  of  efficiency  acquired 
during  the  two  years'  instruction.  These  forms  are  given  below.  The 
commissioned  officers  are  selected  from  the  junior  and  senior  classes, 
and  receive  a  small  compensation  for  their  service: 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.    151 


152 


MILITARY  EDUCATION  IN  THE  UNITED  STATES. 


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EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   153 


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164  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

VIRGINIA. 
VIRGINIA    POLYTECHNIC    INSTITUTE. 

(  Blacksburg,  Virginia. ) . 

The  General  Assembly  of  Virginia,  in  1872,  accepted  the  grant 
of  land  made  by  the  Morrill  Act  in  1862,  and  the  institution  known  as 
the  Virginia  Agricultural  and  Mechanical  College  was  opened  to  stu- 
dents in  the  fall  of  the  former  year.  In  1896,  the  General  Assembly 
of  Virginia  changed  the  name  to  that  it  now  bears,  the  Virginia  Poly- 
technic Institute. 

Having  accepted  the  appropriations  of  congress  and  the  require- 
ments of  the  act  of  July  2,  1862,  instruction  in  military  tactics  is  one 
of  the  required  subjects.  This  instruction  is  both  theoretical  and 
practical.  There  are  about  400  students  in  the  military  department. 
For  practical  work  the  students  are  organized  into  a  battalion  of 
six  companies  with  commissioned  and  noncommissioned  staff  and 
a  band.  Commissioned  officers  in  the  battalion  are  taken  from  the 
senior  class,  sergeants  from  the  junior  class  and  corporals  from  the 
sophomore  class.  In  making  appointments  preference  is  always  given 
to  students  who  are  proficient  in  their  other  class  work,  who  manifest 
aptitude  for  the  military  work,  and  have  the  fewest  number  of  de- 
merits. The  practical  instruction  includes  infantry  drills  in  the  school 
of  the  soldier,  squad,  company  and  battalion;  target  practice;  band 
practice;  trumpet  practice;  battalion  parade,  inspections;  reviews; 
guard  duty,  and  general  military  discipline.  The  practical  exercises 
are  held  five  times  a  week.  A  general  inspection  is  held  every  Satur- 
day morning.  The  theoretical  work  consists  of  study  of  war  games 
and  recitations  in  the  text  books  furnished  by  the  War  Department. 
This  instruction  is  augmented  by  lectures  on  other  military  subjects 
by  the  commandant.  The  institution  is  placed  in  Class  B  A  by  the 
War  Department  inspectors,  which  indicates  that  the  character  of 
military  work  is  of  a  high  order. 

WASHINGTON. 

STATE   COLLEGE  OF  WASHINGTON. 

(Pullman,  Washington). 

The  State  College  of  Washington,  (The  Agricultural  College,  Ex- 
periment Station,  and  School  of  Science)  was  founded  by  an  act  of 
the  State  legislature  approved  March  28,  1890.  By  an  act  of  the  State 
legislature  of  1905  the  legal  name  of  the  College,  which  had  been  "The 
Agricultural  College,  Experiment  Station,  and  School  of  Science  of 
the  State  of  Washington,"  was  changed  to  "The  State  College  of  Wash- 
ington." The  purposes,  functions  and  curriculum  remained  the  same. 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.   155 

By  both  the  State  and  the  national  laws  affecting  this  institution 
military  training  for  all  male  students  is  required,  exceptions  being 
made  in  the  case  of  students  over  thirty-two  years  of  age,  those  who 
are  married  or  physically  disabled.  Students  who  are  taking  short 
courses  in  assaying  and  dairying  and  those  who  have  served  sufficient 
time  in  the  United  States  Army  and  National  Guard,  or  institutions  of 
learning  where  satisfactory  military  instruction  is  given,  are  also  ex- 
cused. One  hundred  and  five  hours  per  year  of  military  instruction  is 
required.  The  instruction  in  military  science  is  divided  into  practical 
exercises  and  theoretical  work,  the  former  including  infantry  drill,  the 
service  of  security  and  information,  ceremonies,  guard  mounting,  target 
practice,  signal  drill  and  hospital  corps  drill.  The  theoretical  instruc- 
tion embraces  recitations  in  the  military  text  books  furnished  by  the 
Government  and  includes  lectures  on  the  military  policy  of  the  United 
States,  the  relation  between  the  civil  and  military  authorities,  military 
hygiene,  etc.  The  students  participating  in  military  instruction  are 
organized  into  a  regiment  of  infantry  of  two  battalions  of  three  com- 
panies each,  with  a  hospital  detachment  and  signal  detachment. 

WEST  VIRGINIA. 

WEST  VIRGINIA   UNIVERSITY. 

(Morgantown,  West  Virginia). 

The  West  Virginia  University  originated  from  the  national  land 
grant  act  of  July  2,  1862,  and  from  the  subsequent  action  of  the 
State  Legislature  in  carrying  out  the  provisions  of  the  act.  On  Janu- 
ary 30,  1867,  the  State  Legislature  accepted  the  property  of  the  Monon- 
galia  Academy  at  Morgantown  which  had  been  tendered  to  it  by  the 
board  of  trustees.  This  property  also  included  the  Woodburn  Female 
Seminary.  On  February  7,  1867,  the  legislature  passed  an  act  perma- 
nently establishing  "The  Agricultural  College  of  West  Virginia."  By 
an  act  of  December  4,  1868,  the  name  of  the  College  was  changed  to 
"West  Virginia  University,"  and  the  governing  board  was  designated 
the  "board  of  regents." 

The  institution  maintains  a  military  department  in  compliance 
with  the  requirements  of  the  land  grant  act,  the  regular  course  in 
which  is  prescribed  for  all  regular  students  in  the  University  below 
the  rank  of  junior  unless  such  students  are  more  than  23  years  of 
age  upon  their  entrance  to  the  University.  The  State  has  a  system  of 
appointments  to  the  University  as  State  cadets  and  students  who  re- 
ceive these  appointments  are  exempt  from  the  payment  of  tuition  or 


156  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

matriculation  fees  and  are  at  no  expense  for  the  use  of  text  books. 
Enrollment  in  the  division  of  military  science  and  tactics  or  appoint- 
ment as  a  State  cadet  does  not  render  the  student  liable  for  military 
service  to  the  State  or  to  the  United  States  Government.  The  course 
of  instruction  conforms  to  that  prescribed  by  the  Government  (See 
Chapter  III)  and  cadet  organizations  conform  as  nearly  as  possible 
to  that  of  a  similar  body  of  troops  in  the  United  States  Army. 

WISCONSIN. 

UNIVERSITY  OF   WISCONSIN. 

(Madison,  Wisconsin). 

The  University  of  Wisconsin  is  located  at  Madison.  It  was  or- 
ganized in  1848.  The  military  department  was  instituted  in  the  year 
1866. 

Students  of  the  University  of  Wisconsin  actually  participating  in 
military  instruction  now  number  nearly  1,400.  These  are  organized 
as  two  provisional  regiments  of  infantry  of  two  battalions  each,  each 
regiment  with  a  band.  There  is  also  an  engineer  company  and  a  hos- 
pital company. 

The  War  Department  minimum  requirement  of  84  hours  per  year 
is  the  maximum  of  time  granted  for  instruction.  Of  this  25  hours  is 
given  to  classroom  work.  For  the  freshman  the  instruction  covers 
Infantry  Drill  Regulations  including  schools  of  the  soldier,  squad 
and  company.  They  also  receive  instruction  in  construction  of  en- 
trenchments, in  Field  Service  Regulations,  including  the  service  of 
security  and  information  and  camps.  They  also  participate  in  battalion 
inspections  and  parades. 

The  sophomore  classes  are  given  instruction  in  guard  duty,  Small 
Arms  Firing  Regulations,  company  administration,  first  aid,  Infantry 
Drill  Regulations  including  combat  exercises  and  work  in  leadership, 
map  reading,  bayonet  exercises,  and  gallery  and  range  firing. 

Both  classes  have  two  hours  a  week  of  practical  exercises,  the 
freshman  companies  emphasizing  drills  in  close  order ;  the  sophomores 
extended  order,  guard  duty  and  rifle  work  with  bayonet  exercises  and 
firing.  By  this  method  the  work  is  made  progressive  in  its  character. 

Lantern  slide  lectures  on  our  colonial  possessions  and  soldier  life, 
and  lectures  on  other  military  matters  utilize  such  hours  as  are  not 
available  for  practical  purposes.  Classes  are  held  covering  military 
law,  field  engineering,  Field  Service  Regulations,  topography  and 
sketching,  Infantry  Drill  Regulations,  Small  Arms  Firing  Regulations, 
guard  duty  and  military  hygiene.  For  this  instruction  regular  gradua- 


EDUCATION  IN  LAND  GRANT  COLLEGES  AND  UNIVERSITIES.    157 

tion  credits  are  given  in  addition  to  credits  for  drills.     The  text  books 
used  are  those  in  use  in  the  Army  Service  Schools. 

WYOMING. 

UNIVERSITY  OF  WYOMING. 

(Laramie,  Wyoming). 

The  Ninth  Territorial  Legislature  of  Wyoming  passed  an  act 
approved  March  4,  1886,  authorizing  formal  action  toward  the  or- 
ganization of  a  State  university.  This  law  specifically  authorized  the 
establishment  of  an  institution  under  the  name  and  style,  "The 
University  of  Wyoming"  which  was  to  be  located  in  or  near  the  City  of 
Laramie ;  by  the  summer  of  1887,  a  portion  of  the  building  known  as 
the  Liberal  Arts  Building  was  completed  and  the  opening  of  the  Uni- 
versity took  place  that  fall.  The  first  session  of  the  legislature  after 
Wyoming  became  a  state,  passed  an  act  approved  January  10,  1891, 
levying  an  assessment  of  one-eighth  of  a  mill  for  the  support  of  this 
institution.  This  assessment  has  been  frequently  changed  and  now 
stands  at  three-eighths  of  a  mill.  The  first  State  legislature  assented 
to  the  terms  and  conditions  of  the  Morrill  Act  and  subsequent  acts  of 
the  Federal  Congress  rendering  aid  to  state  institutions  and  also 
obligating  this  institution  to  give  instruction  in  military  science  and 
tactics. 

The  course  of  instruction  in  military  science  and  tactics  is  that 
prescribed  by  the  War  Department  (See  Chapter  III)  and  embraces 
practical  and  theoretical  work.  The  latter  is  supplemented  by  a  series 
of  lectures  and  informal  talks  covering  the  essential  principles  and 
details  of  the  duties  of  a  company  officer  of  infantry.  Lectures  on 
the  military  history  and  military  policy  of  the  United  States  are  also 
given  each  year.  In  addition  to  the  usual  practical  military  instruc- 
tion target  practice  is  held  annually  under  conditions  closely  approxi- 
mating those  obtaining  in  the  Organized  Militia.  The  military  organi- 
zation is  known  as  "The  Cadet  Corps."  The  students  are  organized 
into  a  battalion  of  two  infantry  companies  conforming  to  the  organi- 
zation of  a  like  unit  in  the  Army.  The  commissioned  officers  and  ser- 
geants are  generally  selected  from  cadets  in  the  third  year  of  military 
instruction  and  corporals  from  those  in  the  second  year. 


CHAPTER  V. 

CIVIL  INSTITUTIONS  OF  LEARNING  OTHER  THAN 

LAND  GRANT. 

"The  military  school  trains  for  character  and  for  the  State.  It  sys- 
tematically develops  the  body,  and  it  educates  the  mind  along  a  consistent 
line  for  the  double  purpose  of  clear  thinking  and  effective  practical  work. 
It  exercises  the  character  in  discipline  of  action;  habits  of  subordination 
to  lawful  authority;  strict  personal  accountability  for  word  and  act;  truth- 
telling;  integrity  and  fidelity  to  trust;  simplicity  of  life;  courage."— Charles 
W.  Lamed. 

There  are  many  military  schools,  academies  and  colleges  through- 
out the  country,  and  they  may  be  divided  roughly  into  two  classes. 

1.  Those  in  which  the  United  States  Government,  through  the 
War  Department,  assumes  the  control  and  direction  of  the  military 
instruction,  and  to  each  of  which  it  sends  an  officer  of  the  Army  to 
act  as  professor  of  military  science  and  tactics ;  who  in  many  cases 
performs  the  duty  of  commandant;  and  issues  arms,  equipment,  am- 
munition, text  books  and  other  supplies. 

2.  Those  institutions  under  private  control,  without  the  benefit 
of  Government  supervision,  and  with  military  arms  and  equipment 
secured  by  purchase,  loan  or  rental  from  private  dealers.     In  many 
cases  this  equipment  is  second-hand  and  obsolete. 

The  size,  efficiency  and  equipment  of  both  classes  of  these  private 
institutions  form  a  widely  varying  standard.  Many  of  the  institutions 
under  Government  supervision,  have  attained  a  very  high  degree  of 
efficiency  and  approach  in  many  respects  the  work  performed  by  the 
National  Academy  at  West  Point. 

This  chapter  is  to  deal  only  with  the  institutions  of  the  first  class. 
The  rules  and  regulations  for  government  of  these  institutions  are  set 
forth  in  full  in  Chapter  III,  and  it  would  be  useless  repetition  to  re- 
produce them  here.  The  fact  is  there  is  no  difference  in  the  require- 
ments of  the  Government  for  the  conduct  of  the  military  department 
of  a  private  institution  or  land  grant  college.  The  Government  makes 
a  marked  distinction,  however,  in  the  classification  of  the  schools.  The 
manner  of  classifying  and  also  the  names  of  the  institutions  classified 
are  given  in  Appendix  V.  However,  the  new  system  of  classification 
which  will  go  into  effect  upon  completion  of  the  annual  inspections  for 
1914,  is  fully  described  in  Chapter  III. 

An  attempt  is  made  in  the  following  pages  to  give  a  brief  de- 
scription in  an  impartial  manner  of  the  non-land  grant  institutions  of 


INSTITUTIONS    OF   LEARNING    OTHER   THAN    LAND    GRANT.   159 

learning  whose  military  departments  are  under  the  general  supervision 
of  the  Government  at  the  time  this  volume  is  prepared.  It  should  not 
be  considered,  in  reading  these  descriptions,  that  the  work  performed 
or  the  importance  of  the  institution  may  be  judged  by  the  amount  of 
printed  matter  devoted  to  it.  This  has  been  controlled  rather  by 
available  data  than  by  an  effort  to  give  to  the  institution  which  the 
author  considers  as  possessing  the  highest  standard,  the  greatest  num- 
ber of  words. 

The  advantages  derived  from  a  military  life  by  young  men  and 
boys  are  so  many  and  so  evident  that  parents  should  grasp  them  eagerly 
for  their  sons.  If  the  situation  were  such  as  to  compare  the  work 
of  a  good  military  school  with  that  of  a  civil  school  of  high  grade, 
or  to  watch  the  results  obtained  under  these  widely  different  systems, 
it  is  believed  our  military  schools  would  be  crowded.  Americans  come 
in  contact  with  military  men  or  with  military  life,  particularly  in  close 
touch  with  them,  but  very  little,  and  the  consequence  is  that  the  great 
majority  of  our  people  are  not  in  a  position  to  appreciate  the  value 
to  the  individual  of  a  military  training  in  youth,  and  are  apt,  if  they 
give  the  matter  any  thought  whatever,  to  consider  this  training  as 
entirely  physical,  designed  simply  to  make  a  man  sit  and  walk  erect, 
and  more  or  less  precise  in  his  habits.  The  most  remarkable  economic 
development  of  the  German  Empire  in  recent  years  has  been  ascribed 
by  many  shrewd  observers  to  the  fact  that  every  able  bodied  citizen  of 
the  Empire  is  a  disciplined  man,  trained  in  an  educational  system, 
which,  from  the  kindergarten  to  the  university,  is  founded  on  a  mili- 
tary basis,  and  which  ends  with  a  term  of  service  "with  the  colors" 
in  an  army  the  most  famous  in  the  world  for  its  efficiency  and  dis- 
cipline. Dr.  Lyman  Abbott,  in  a  recent  address  to  the  cadets  of  the 
New  York  Military  Academy,  while  outlining  the  value  of  military 
education  to  the  man  in  civil  life,  said :  "Though  I  am  a  member  of 
nearly  every  peace  society  in  America,  I  am  rapidly  reaching  the  con- 
clusion that  a  system  of  compulsory  military  service  for  a  limited  term 
would  be  of  incalculable  benefit  to  the  young  men  of  America  and  to  the 
country  as  a  whole."  President  Hadley,  of  Yale,  in  the  course  of 
an  address  delivered  to  the  University  expressed  the  same  views  in 
even  more  emphatic  language. 

The  lack  of  discipline,  training,  system,  punctilio,  and  common, 
everyday  etiquette  in  our  young  men  is  one  of  the  most  deplorable 
of  existing  conditions,  to  which  is  no  doubt  due  the  existence  of  a 
general  disregard  and  disrespect  for  constituted  authority. 


160  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

DISTINGUISHED  AND  ESPECIALLY  COMMENDED 
INSTITUTIONS. 

A  bulletin  of  the  War  Department  dated  Washington,  June  12, 
1913,  publishes  the  information  that  the  following  named  non-land 
grant  civil  institutions  of  learning  are  among  the  "ten  whose  students 
have  exhibited  the  greatest  application  and  proficiency  in  military  train- 
ing and  knowledge."  Institutions  so  designated  are  known  as  "dis- 
tinguished schools,"  and  it  is  the  ambition  of  every  military  school,  aca- 
demy or  college  in  the  United  States,  so  to  conduct  its  military  depart- 
ment that  it  may  receive  this  designation  by  the  War  Department.  It  re- 
quires a  most  thorough  system  of  discipline,  drill  and  instruction  under 
most  competent  and  faithful  officers  to  reach  the  degree  of  efficiency 
necessary  to  achieve  this  coveted  goal.  There  are  a  number  of  institu- 
tions which  have  in  every  way  accomplished  all  that  is  necessary  in 
the  way  of  efficiency  and  faithful  instruction  to  warrant  this  much- 
sought-for  classification,  but  which  have  been  handicapped  by  lack  of 
sufficient  numbers  of  students  in  attendance : 

Culver  Military  Academy,  Culver,  Ind. 

New  Mexico  Military  Institute,  Roswell,  New  Mex. 

Norwich  University,  Northfield,  Vt. 

Pennsylvania  Military  College,  Chester,  Pa. 

St.  John's  Military  Academy,  Delafield,  Wis. 

St.  John's  School,  Manlius,  N.  Y. 

Shattuck  School,  Faribault,  Minn. 

The  Citadel,  Charleston,  S.  C. 

Virginia  Military  Institute,  Lexington,  Va. 

The  following  non-land  grant  institutions  are  announced  in  the 
bulletin  above  mentioned  as  having  been  especially  commended  for  the 
work  of  their  military  departments  during  the  school  year  of  1912-13 : 

St.  John's  College,  Annapolis,  Md. 

College  of  St.  Thomas,  St.  Paul,  Minn. 

Georgia  Military  Academy,  College  Park,  Ga. 

Kemper  Military  School,  Boonville,  Mo. 

Kentucky  Military  Institute,  Lyndon,  Ky. 

Tennessee  Military  Institute,  Sweetwater,  Tenn. 

Wentworth  Military  Academy,  Lexington,  Mo. 

Western  Military  Academy,  Alton,  111. 


The  institutions  herein  described  occur  in  the  alphabetical  order 
of  the  States  in  which  they  are  located : 


INSTITUTIONS    OF   LEARNING    OTHER   THAN    LAND    GRANT.   161 

ARKANSAS. 

OUACHITA    COLLEGE. 

(Arkadelphia,  Arkansas). 

Ouachita  College  was  organized  in  1886  and  is  a  denominational 
institution  under  the  Baptists. 

It  adopted  its  military  department  in  1896,  and  comes  under  the 
new  classification  of  "C"  (Chapter  III).  For  purposes  of  instruction 
the  students,  who  number  115,  are  organized  as  a  battalion  of  infantry 
with  staff  and  band.  The  character  of  military  instruction  is  both 
theoretical  and  practical  and  is  confined  entirely  to  the  infantry  arm 
jf  the  service.  Three  hours  practical  and  three  hours  theoretical 
are  devoted  weekly  to  military  science  and  tactics.  Under  a  State 
law  of  Arkansas,  cadets  graduating  as  commissioned  officers  are  com- 
missioned at  once  as  officers  in  the  National  Guard  of  the  State. 

CALIFORNIA. 

THE    HARVARD   SCHOOL. 

(Los  Angeles,  California). 

The  Harvard  School  was  founded  by  Mr.  Grenville  C.  Emery 
and  Mrs.  Ella  R.  Emery  in  1900.  The  School  is  intended  to  fit  boys 
for  college,  for  technical  schools,  for  Government  schools  and  for  a 
business  career.  The  School  was  first  inspected  with  a  view  to  as- 
certaining if  it  could  meet  the  requirements  of  the  War  Department 
for  the  detail  of  an  officer  of  the  Army,  on  April  22,  1909.  The  in- 
spection was  satisfactory  and  an  officer  has  since  been  detailed  for 
duty  as  professor  of  military  science  and  tactics. 

All  cadets  are  required  to  take  part  in  military  exercises  except 
those  who  are  excused  on  account  of  physical  disability.  The  drill 
periods  occur  four  days  each  week.  In  addition  to  drill  periods  there 
are  formations  such  as  for  reveille,  setting-up  drills,  etc.  There  is 
an  annual  encampment  for  a  period  of  ten  days.  During  this  time 
cadets  are  instructed  in  field  work,  camp  sanitation  and  in  the  manner 
of  living  in  the  open.  A  large  part  of  the  military  instruction  is  of  a 
practical  nature  and  embraces  those  things  set  forth  in  the  Service 
Manuals. 

GEORGIA. 

GEORGIA    MILITARY    ACADEMY. 

(College  Park,  Georgia). 
The  Georgia  Military  Academy,  located  at  College  Park,  Georgia, 

was  founded  in  1900  by  Colonel  J.  C.  Woodward,  aided  by  the  citi- 
11 


162  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

zens  of  College  Park.  It  opened  with  a  limit  of  40  pupils.  The 
school  has  had  a  most  healthy  growth  and  is  now  one  of  the  leading 
institutions  of  its  kind  in  the  South. 

As  a  result  of  the  annual  inspection  by  an  officer  of  the  General 
Staff  of  the  United  States  Army,  in  1913,  it  was  especially  com- 
mended for  the  work  of  its  military  department. 

The  officer  of  the  Army  detailed  by  direction  of  the  President  for 
duty  with  the  academy  as  professor  of  military  science  and  tactics, 
also  acts  as  commandant. 

The  Corps  of  Cadets  is  organized  into  a  battalion,  consisting  of  a 
commissioned  staff,  noncommissioned  staff,  band,  and  three  companies 
(A,  B,  and  C)  under  the  commandant,  assisted  by  several  officers  of 
the  academy  and  a  cadet  major. 

Instruction  is  given  in  the  three  arms  of  the  service,  viz. :  infan- 
try, cavalry,  and  artillery.  Infantry  instruction  embraces  exercises 
in  setting-up,  manual  of  arms,  bayonet  exercises,  Butt's  manual,  com- 
pany extended  order  drill,  guard  mounting  and  sentinel  duty.  Cavalry 
drill  is  dismounted  and  consists  of  saber  exercises,  and  the  dismounted 
evolutions  of  a  troop.  The  artillery  instruction  is  sufficient  to  give 
a  fair  knowledge  of  the  modern  breech-loading  field  piece  and  the 
evolutions  of  a  battery  without  horses.  All  cadets  are  taught  the 
mechanism  and  use  of  firearms  and  target  practice  with  the  military 
rifle  and  indoor  gallery  practice  with  the  small  bore  Springfield  rifle. 
The  number  of  cadets  in  attendance  in  1913  was  184. 

GEORGIA   MILITARY   COLLEGE. 

(Milledgeville,  Georgia). 

This  institution  was  organized  as  a  department  of  the  University 
of  Georgia  under  an  act  of  the  legislature  of  that  State  approved 
October  14,  1879,  under  the  style  of  "The  Middle  Georgia  Military 
and  Agricultural  College"  and  for  more  than  ten  years  received  recog- 
nition as  such  from  the  university  authorities  and  shared  in  the  annual 
appropriation  and  report  of  that  institution. 

In  1893  the  trustees  of  the  university  withdrew  the  annuity  which, 
hitherto  had  been  granted.    To  meet  this  sudden  cutting  off  of  some 
of  its  means  of  support  the  City  of  Milledgeville  issued  bonds  for  the 
purpose  of  erecting  barrack  buildings  for  cadets  and  shortly  afterwards 
voted  an  additional  tax  for  the  support  of  the  School. 

As  the  original  law  creating  the  school  as  a  department  of  the 
University  still  remains  in  force  its  legal  status  has  undergone  nc 
change.  The  name,  however,  was  changed  under  an  amendment  tc 


INSTITUTIONS    OF   LEARNING   OTHER   THAN    LAND    GRANT.  163 

the  above  act  approved  December,  1900,  whereby  the  institution  re- 
ceived its  present  name  of  "Georgia  Military  College." 

The  school  has  the  following  departments :  preparatory,  collegiate, 
business,  science,  music,  military,  voice  and  expression.  This  sketch 
is  concerned  only  with  the  military  department. 

The  military  department  came  into  existence  with  the  original  or- 
ganization of  the  school  in  1879.  It  now  consists  of  a  battalion  of 
infantry  of  three  companies  and  a  band,  numbering  160  cadets.  The 
course  of  instruction  consists  principally  of  infantry  work  altho  there 
is  a  signal  corps  detachment.  In  addition  to  the  other  practical  work 
the  battalion  enjoys  practice  marches  and  goes  into  camp  for  one 
week  each  year.  The  time  devoted  to  military  instruction  is  six 
hours  per  week  not  counting  the  regular  Saturday  morning  inspec- 
tions. 

This  institution  is  rapidly  growing  and  has  increased  from  80 
students  in  the  military  department  in  1912  to  160  in  1914. 

The  school  has  been  classed  as  "Class  A"  (See  Appendix  V)  by 
the  War  Department  inspectors.  Its  classification  under  the  new  order 
(See  Chapter  III)  will  be  Class  "M." 

GEORGIA. 

GORDON  INSTITUTE. 

(Barnesville,  Georgia). 

Gordon  Institute,  located  at  Barnesville,  Georgia,  was  first  char- 
tered in  1852  under  the  name  of  "The  Barnesville  Male  and  Female 
High  School."  During  the  Civil  War  it  was  known  as  the  "Barnes- 
ville Masonic  Female  Seminary."  In  1872  the  school  was  reorganized 
under  the  name  of  the  Gordon  Institute,  in  honor  of  General  John  B. 
Gordon. 

The  military  department  was  added  in  1890.  In  1892  the  War  De- 
partment detailed  for  the  first  time  an  officer  of  the  Army  as  professor 
of  military  science  and  tactics. 

All  male  students  of  the  Institute  are  required  to  take  the  military 
course.  The  students  in  this  department  are  organized  as  a  battalion 
of  infantry  of  four  companies,  with  a  full  complement  of  field,  staff 
and  noncommissioned  officers.  All  officers  and  noncommissioned 
officers  with  the  exception  of  the  commandant  are  selected  from  the 
cadets  comprising  the  battalion.  The  instruction  in  military  science  is 
both  practical  and  theoretical,  and  is  confined  to  those  subjects  pre- 
scribed by  the  War  Department. 


164  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

Cadets  are  required  to  be  in  uniform  at  all  times.  There  is  a  daily 
routine  of  duties,  conforming  in  many  respects  to  that  of  a  military 
post. 

MARIST    COLLEGE. 

(Atlanta,  Georgia). 

The  Marist  College,  conducted  by  the  Marist  Fathers,  was  legally 
incorporated  in  1902,  under  the  laws  of  the  State  of  Georgia  with  the 
power  to  grant  diplomas  and  confer  degrees.  The  College,  taking  the 
Catholic  religion  as  the  very  foundation  of  its  work,  teaches  the  dogmas, 
the  moral  principles  and  the  history  of  the  Catholic  Church  to  its  Catho- 
lic pupils.  No  student,  however,  is  denied  entrance  privileges  or 
honors  on  account  of  the  religious  opinions  he  may  entertain. 

The  College  gives  each  professor  disciplinary  authority  every- 
where in  the  precincts.  Disobedience  and  disrespect  to  him  are  con- 
sidered as  though  shown  to  the  president  personally. 

The  institution  has  three  principal  departments,  namely,  the  Col- 
lege Department  (Marist  College,  proper)  ;  the  High  School  Depart- 
ment, and  the  Preparatory  Department. 

The  military  department  of  Marist  College  is  organized  as  a 
battalion  of  infantry  with  two  companies,  a  battalion  staff  and  band. 
The  character  of  instruction  is  confined  almost  exclusively  to  the 
infantry  arm  of  the  service.  The  students  are  required  to  be  in 
uniform  when  in  attendance  at  the  College.  Five  periods  a  week  of 
45  minutes  each  are  devoted  to  a  combination  of  military  and  physical 
training. 

RIVERSIDE  MILITARY  ACADEMY. 

( Gainesville,  Georgia  ) . 

The  Riverside  Military  Academy  was  organized  in  1908  as  a  mili- 
tary school.  Serious  military  instruction,  however,  was  not  under- 
taken until  the  year  1913-14,  at  which  time,  through  the  showing  made 
to  the  War  Department,  it  secured  the  detail  of  an  active  officer  of 
the  Regular  Army,  (First  Lieutenant  Harry  Hawley  of  the  9th  In- 
fantry) who  is  now  on  duty  with  the  institution  and  is  doing  very 
effective  work.  The  School  will  not  receive  any  classification  until 
the  next  annual  inspection  by  the  War  Department. 

The  number  of  students  in  attendance  is  154,  organized  into  three 
companies  of  infantry,  with  staff  and  band.  The  instruction  at 
present  is  confined  to  that  of  infantry,  to  which  each  cadet  devotes 
no  fewer  than  75  minutes  daily. 


INSTITUTIONS    OF   LEARNING    OTHER   THAN    LAND    GRANT.  165 

Riverside  Military  Academy  also  has  a  summer  Naval  School 
on  Lake  Warner  about  a  half  mile  distant  from  its  military  school. 
The  Naval  School  is  patterned  something  after  that  of  the  Culver 
School  on  Lake  Maxinkuckee,  Ind.  The  attendance  in  the  summer  ses- 
sion for  the  past  three  years  has  averaged  84. 

The  school's  equipment,  buildings  and  grounds  are  among  the  best 
in  the  South.  It  is  situated  in  the  midst  of  a  park  of  1,500  acres 
with  only  one  neighbor  within  the  distance  of  a  mile.  There  is  wire- 
less telegraph,  telephone,  and  street  car  service. 


HAWAII  TERRITORY. 

THE  KAMEHAMEHA  SCHOOLS. 

(Honolulu,  H.  T.). 

The  Kamehameha  Schools  at  Honolulu  has  a  military  department 
in  charge  of  an  officer  of  the  United  States  Army,  detailed  for  such 
duty  by  the  Secretary  of  War.  Data  for  a  further  description  were 
not  available. 


ILLINOIS. 

WESTERN  MILITARY  ACADEMY. 

(Alton,  Illinois) 

The  Western  Military  Academy  was  founded  in  1879  and  incor- 
porated in  1892  as  a  military  academy  and  has  been  under  practically 
continuous  management  from  its  beginning.  The  equipment  now 
consists  of  ten  modern  buildings  designed  and  erected  for  school  pur- 
poses, which  are  located  in  a  park  of  50  acres.  Its  faculty  of  16  in- 
structors and  its  school  work  is  approved  by  examiners  and  accepted 
by  colleges  and  universities. 

Its  military  department  which  was  established  in  1892  has  State 
recognition  in  addition  to  its  recognition  by  the  United  States  Govern- 
ment. Its  classification  by  the  War  Department  inspectors  has  been 
"A." 

The  number  of  students  in  the  military  department  is  200.  They 
are  organized  as  a  batallion  of  infantry  of  four  companies  with  a 
student  band.  The  military  instruction  is  largely  infantry  with  some 
signal  corps  work.  Five  hours  theoretical  and  two  hours  practical 
work  in  military  instruction  is  given  each  week. 


166  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

INDIANA. 

CONCORDIA    COLLEGE. 

(Fort  Wayne,  Indiana). 

Concordia  College  was  founded  in  Perry  County,  Missouri,  in  the 
year  1839,  by  Lutherans  from  Saxony.  The  original  home  consisted 
of  a  modest  log  cabin  in  the  backwoods.  After  several  years  the 
School  was  moved  to  St.  Louis,  Missouri,  where  it  was  taken  in  charge 
by  a  large  Lutheran  congregation.  At  the  outbreak  of  the  Civil  War 
in  1861,  it  was  removed  to  Fort  Wayne,  Indiana,  its  present  home. 
Since  its  organization  the  institution  has  had  4,000  young  men  en- 
rolled, more  than  one  thousand  of  whom  have  entered  the  ministery. 
The  dormitory  of  the  institution  furnishes  ample  quarters  for  300 
students. 

The  student  body  is  organized  as  a  battalion  of  infantry  of  four 
companies.  The  organization  is  required  to  attend  drills  four  times 
a  week.  The  students  form  practically  a  self-governing  body  under 
the  command  of  the  cadet  officers  of  the  battalion.  These  super- 
intend the  maintenance  of  cleanliness,  food,  order,  and  decorum  in 
the  dormitory. 

CULVER    MILITARY    ACADEMY. 

(Culver,  Indiana). 

The  Culver  Military  Academy  was  founded  in  1894  by  Mr. 
Henry  Harrison  Culver  of  St.  Louis,  Missouri.  The  School  has 
been  military  in  character  since  its  conception. 

For  the  past  eight  years  this  institution  has  been  designated  as  one 
of  the  ten  "distinguished  institutions"  of  the  United  States. 

Its  organization  is  a  battalion  of  five  companies  with  staff  and 
band.  The  Battalion  is  under  the  immediate  command  of  the  com- 
mandant of  cadets.  The  companies  are  under  the  immediate  command 
of  cadets  officers  supervised  by  officers  of  the  tactical  staff. 

The  number  of  students  in  the  military  department,  regular 
session,  1913-14,  was  462  and  in  the  summer  session,  1912-13,  420 
(not  including  cadets  returning  for  the  winter  session). 

The  Academy  maintains  a  cavalry  department  with  eighty  mounts. 
This  organization  is, known  as  "The  Black  Horse  Troop,"  and  it  is 
well  known  throughout  the  country  for  its  striking  appearance  and  ex- 
cellent horsemanship  of  the  cadets  composing  it.  It  appeared  at  the 
last  inauguration  (1913)  as  the  escort  to  the  vice-president  and  has 
taken  part  in  many  similar  events.  A  field  battery  of  mounted  artillery 
is  also  organized  from  among  the  cadets.  Instruction  is  also  given 


INSTITUTIONS    OF   LEARNING    OTHER   THAN    LAND    GRANT.   167 

in  spar  and  pontoon  bridge  building,  signal  drill,  wireless  telegraphy, 
(a  portable  wireless  outfit  being  part  of  the  School's  equipment), 
and  target  practice.  For  instruction  in  the  latter  the  institution  has 
and  maintains  a  range  which,  with  the  exception  of  that  at  Fort  Ben- 
jamin Harrison,  near  Indianapolis,  is  the  best  in  the  State  of  In- 
diana. 

During  the  fall  and  spring  term  seven  and  one-half  hours  per 
week  are  devoted  to  military  instruction  for  the  whole  battalion. 
During  the  winter  months  military  drill  for  the  whole  battalion  is  sus- 
pended and  theoretical  instruction  two  hours  per  week  is  given  mem- 
bers of  the  first  class. 

The  equipment  of  the  school  approximates  in  completeness  that  of 
the  National  Academies,  and  the  institution  through  the  generosity 
of  the  Culver  family  has  enjoyed  abundant  resources  and  each  build- 
ing is  a  model  of  its  kind.  Its  mess  hall  is  probably  one  of  the  most 
beautiful  in  existence. 

The  cadet  on  entrance  is  not  only  examined  physically  but  is  also 
given  a  thorough  examination  in  the  psychological  laboratory  of  the 
Academy  to  determine  his  academic  classification.  This  is  probably  the 
only  school  in  the  United  States  at  present  which  has  adopted  this 
plan,  which  is  indicative  of  the  scientific  and  up-to-date  methods  of 
the  school  work  throughout. 

The  Academy  is  a  secondary  school,  its  graduates  are  being  ad- 
mitted to  all  colleges  that  admit  students  from  secondary  schools 
without  special  examination. 

UNIVERSITY    OF    NOTRE    DAME. 

(Notre  Dame,  Indiana). 

The  University  of  Notre  Dame  was  founded  in  the  year  1842, 
by  the  Very  Reverend  Edward  Sorin.  The  University  was  given 
power  to  grant  degrees  by  an  act  of  the  State  legislature  January 
15,  1844. 

The  military  department  of  the  institution  came  under  the  super- 
vision of  the  War  Department  in  1910,  when  an  officer  was  detailed 
by  the  Secretary  of  War  as  professor  of  Military  Science  and  Tac- 
tics. Military  instruction  is  now  compulsory  for  all  students  except 
seniors  and  juniors.  It  is  accredited  as  a  class,  and  absences  are  re- 
garded the  same  as  from  other  classes,  and  involve  the  usual  de- 
merits and  penalties.  Military  instruction  is  required  for  three  hours 
a  week  and  consists  largely  of  practical  exercises.  The  students  are 
organized  into  two  battalions  of  infantry,  with  full  complement  of 


168  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

field,  staff  and  line  officers,  the  organization  conforming  as  nearly  as 
possible  to  a  like  organization  in  the  Regular  Army. 

KENTUCKY. 

KENTUCKY     MILITARY    INSTITUTE. 

(Summer  Session  in  Lyndon,  Kentucky,  and  Winter 
home  in  Eau  Gallic,  Florida). 

The  Kentucky  Military  Institute  was  founded  in  1845  by  Colonel 
R.  T.  P.  Allen,  a  graduate  of  West  Point.  The  school  was  char- 
tered by  the  State  Legislature  by  an  act  approved  January  20.  1847. 
The  original  idea  was  for  it  to  be  a  State  institution,  but  on  account 
of  financial  stringency  at  the  time,  the  charter  was  given  to  Colonel 
Allen  with  the  understanding  that  he  was  to  finance  the  enterprise, 
which  he  did  most  successfully.  The  Governor  of  the  State  of 
Kentucky  is  inspector  ex-officio  of  the  Institute  and  the  Adjutant 
General  is  likewise  a  member  of  the  board  of  visitors.  The  remain- 
ing members  of  the  board  of  visitors  are  appointed  by  the  Governor. 

The  School  has  always  been  essentially  military  as  it  was  naturally 
modeled  after  West  Point.  It  was  one  of  the  first  schools  to  break 
away  from  the  old  fashioned  curriculum,  substituting  modern  lan- 
guages for  Greek  and  Latin,  and  making  a  strong  point  of  teaching 
science  and  mathematics. 

Under  the  new  War  Department  classification  the  institution 
will  come  under  class  "M."  There  are  slightly  less  than  150  cadets 
in  the  military  department,  who  are  organized  into  a  battalion  of 
infantry  of  two  companies  with  a  band.  The  instruction  is  confined 
to  the  infantry  branch  of  the  service  with  practical  work  in  signaling. 
Practical  military  work  covers  six  hours  and  the  theoretical  course 
three  hours  per  week.  The  present  Superintendent,  Colonel  C.  W. 
Fowler,  is  himself  a  graduate  of  the  Kentucky  Military  Institute. 
When  he  was  appointed  superintendent  in  1896,  he  moved  the  school 
from  the  original  location  at  Farmdale  near  Frankfort  to  Lyndon, 
Kentucky.  In  1906,  he  organized  the  winter  migration  to  Florida, 
which  has  become  a  permanent  feature  of  the  institution's  work. 
The  winter  quarters  are  lo'cated  at  Military  Park,  191  miles  south  of 
Jacksonville,  on  the  Florida  Seacoast  Railway.  The  School  remains 
in  Florida  from  the  first  week  in  January  until  about  the  third  week 
in  April  and  then  returns  to  Lyndon  completing  the  year's  work. 
By  chartering  a  special  train,  this  movement  to  and  fro  is  made  with- 
out the  loss  of  a  single  recitation. 


INSTITUTIONS    OF   LEARNING   OTHER   THAN    LAND    GRANT.   169 

MARYLAND. 

ST.   JOHN'S   COLLEGE. 

(Annapolis,  Maryland). 

St.  John's  College,  Annapolis,  Maryland,  was  first  founded  as 
King  William's  School,  in  1696,  and  in  1784  was  chartered  under  its 
present  name.  Among  the  students  of  that  early  period  are  found 
the  names  of  George  Washington  Parke  Custis,  and  Fairfax  and 
Lawrence  Washington,  nephews  of  George  Washington,  also  of  Francis 
Scott  Key,  author  of  "The  Star  Spangled  Banner,"  who  entered  the 
College  in  1789  and  was  graduated  in  1796. 

The  military  department  was  organized  in  1868  and  was  con- 
tinued with  more  or  less  regularity  up  to  1884,  when,  for  the  first 
time,  an  officer  of  the  United  States  Army,  Lieutenant  C.  W.  Foster, 
was  detailed  as  instructor,  and  commandant  of  the  Battalion.  From 
that  date  to  the  present  the  Department  has  steadily  grown  in  efficiency. 
It  is  entered  in  Class  A  and  has  three  times  been  designated  as  a 
distinguished  institution,  first  under  Major  W.  E.  Thompson,  U.  S. 
Army,  in  1905,  and  later  under  Lieutenants  E.  B.  Iglehart  and  R.  E. 
Fisher,  of  the  U.  S.  Army. 

At  present  there  are  180  students  in  the  department,  which  is  made 
up  of  a  battalion  of  infantry,  signal  corps,  hospital  corps  and  band. 
One  hour  per  week  is  devoted  to  theoretical  and  five  hours  per  week 
to  practical  instruction,  making  a  total  of  six  hours  per  week. 

There  are  now  32  graduates  of  the  College  in  the  service  of  the 
Government  as  officers  of  the  Regular  Army,  and  many  others  of 
the  alumni  are  holding  commissions  in  other  branches  of  the  mili- 
tary and  naval  service. 

Not  only  does  St.  John's  afford  every  opportunity  to  young  men 
to  obtain  advanced  education  in  the  sciences  and  liberal  arts,  but  it 
is  also  training  a  body  of  young  men  who  can  be  relied  upon  for  the 
defense  of  the  Country  in  case  of  need. 

MINNESOTA. 

COLLEGE  OF  ST.  THOMAS. 

(St.   Paul,  Minnesota). 

The  College  of  St.  Thomas  was  opened  September  8,  1885.  It 
is  a  diocesan  institution,  conducted  by  the  diocesan  priests,  under  con- 
trol and  direction  of  the  Archbishop  of  St.  Paul.  The  faculty  is 
composed  of  priests  and  laymen  selected  for  their  experience  and  zeal 
in  educational  work.  The  purpose  of  the  College  is  to  prepare  young 


170  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

men  for  universities,  seminaries,  technical  schools,  and  for  military 
and  commercial  careers. 

The  military  department  of  this  institution  has  been  of  very 
high  class.  It  was  one  of  the  ten  distinguished  schools  in  the  years 
1908  and  1909  and  on  two  subsequent  occasions  has  been  given  the 
distinction  of  an  "honor  school."  The  corps  of  cadets  is  organized 
into  a  regiment  of  three  battalions,  comprising  nine  companies,  with 
a  band.  The  course  of  instruction  embraces  Infantry  Drill  Regu- 
lations, Small  Arms  Firing  Regulations,  including  gallery  and  range 
practice,  Field  Service  Regulations,  Manual  of  Guard  Duty,  and  in- 
struction in  minor  tactics.  A  regular  military  guard  is  maintained 
which  is  mounted  each  day  with  a  cadet  officer  of  the  day,  sergeant  of 
the  guard,  etc.  The  College  is  supplied  with  full  camping  equipment 
for  two  companies,  and  all  organizations  are  given  practical  instruc- 
tion in  the  erection  and  maintenance  of  a  military  camp. 

SHATTUCK  SCHOOL. 

( Faribault,  Minnesota  ) . 

The  Shattuck  School  grew  from  the  little  day  school  opened  by 
the  Reverend  James  Loyd  Breck,  D.  D.,  in  1858,  for  boys  and  girls 
of  Faribault.  The  Right  Reverend  Henry  Benjamin  Whipple,  D.  D., 
the  first  bishop  of  Minnesota,  placed  himself  at  the  head  of  this  work 
in  1860,  and  incorporated  the  "Bishop  Seabury  Mission."  The  Sea- 
bury  Divinity  School  was  the  first  of  these  schools  to  be  provided 
with  a  building.  In  1865,  a  few  boys  were  taken  in  connection  with 
this  department  as  a  Grammar  School.  This  led  after  two  years  to 
the  separate  organization  of  a  preparatory  school  while  still  occupy- 
ing a  portion  of  the  Divinity  School  building.  This  was  the  begin- 
ning of  the  Shattuck  School.  It  was  carried  on  under  the  same  cor- 
poration until  1905,  when  it  was  separated  from  Seabury  and  placed 
under  its  own  board  of  trustees. 

All  students  are  required  to  participate  in  the  exercises  and 
instruction  in  the  military  department  and  none  are  admitted  who 
are  for  physical  reasons  unable  to  do  so.  The  students  numbering 
slightly  less  than  200  are  organized  into  a  battalion  of  infantry  of 
four  companies,  conforming  to  the  organization  of  a  like  body  of  men 
in  the  United  States  Army.  A  platoon  of  field  artillery  is  detailed 
from  the  companies.  There  is  also  a  cadet  band  which  is  detailed  from 
the  companies.  The  instruction  consists  primarily  of  infantry  work 
which  embraces  both  a  practical  and  theoretical  course.  An  average 
of  five  hours  a  week  is  devoted  to  practical  work  and  two  and  a  half 


INSTITUTIONS    OF   LEARNING    OTHER   THAN    LAND    GRANT.   171 

hours  to  theoretical  instruction.  During  the  Spring  months  the 
average  practical  instruction  is  increased  to  eight  or  nine  hoxirs  per 
week.  Cadet  officers  are  appointed  upon  the  recommendation  of  the 
commandant.  The  test  applied  is  efficiency  in  the  military  work  and 
ability  to  command ;  character ;  scholarship,  and  standing  in  school.  A 
considerable  number  of  cadets  have  secured  positions  in  the  Army 
and  Navy  either  through  the  Government  schools  or  by  examination 
and  appointment.  It  is  reported  from  the  office  of  the  Secretary  of 
War  that  during  the  Spanish-American  War  more  men  were  in  the 
various  branches  of  the  service  who  had  been  trained  at  Shattuck 
than  at  any  other  military  school.  The  institution  has  thus  made 
valuable  return  to  the  Government  for  its  assistance  in  supplying  equip- 
ment, text  books  and  the  professor  of  military  science  and  tactics. 
Under  the  new  classification  the  Shattuck  School  will  came  under 
class  "M."  It  has  in  the  past  been  classed  as  a  "distinguished  insti- 
tution," so  reported  by  the  War  Department  inspectors  for  the  years 
1904,  1906,  1907,  1908,  1909,  1912,  1913. 


, 


MISSOURI. 

KEMPER  MILITARY  SCHOOL 

(Boonville,  Missouri). 

The  Kemper  Military  School  was  opened  June  3,  1844,  by  Pro- 
essor  Frederick  T.  Kemper,  of  Virginia,  who  continued  in  active  con- 
trol until  his  death  in  March,  1881.  The  present  Superintendent  who 
became  a  teacher  in  the  institution  in  1868,  succeeded  Professor  Kem- 
per in  1881. 

The  School  is  organized  as  a  military  post.  The  cadets  are  formed 
into  a  battalion  of  infantry  of  three  companies  with  a  full  complement 
of  commissioned  and  noncommissioned  officers  appointed  from  the 
cadet  body,  and  a  band.  One  hour  each  day  is  given  to  drills  and 
there  is  a  further  routine  of  formations,  guard  mounts,  inspections, 
ceremonies,  etc.,  similar  to  that  in  a  military  post.  The  cadets  receive 
careful  training  in  the  school  of  the  soldier,  squad,  company,  battalion 
and  have  instruction  in  artillery  and  signaling.  One  week  during  the 
Spring  is  given  to  camp  life  and  camp  instruction.  Weekly  recitations 
in  tactics  and  military  science  are  required  of  all.  Additional  military 
work  is  required  of  seniors  and  commissioned  officers.  The  theo- 
retical work  requires  two  and  one-half  hours  weekly.  The  result 
aimed  at  is  to  fit  graduates  to  perform  the  duties  of  second  lieutenants 
of  the  State  Militia,  or  of  United  States  Volunteers,  should  occasion 
arise,  and  to  give  an  intelligent  knowledge  of  the  military  system  of 


172  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

their  country  and  their  responsibility  as  citizens  in  this  relation.  By 
provisions  of  section  59  of  the  Military  Law  of  Missouri,  approved 
May  21,  1909,  this  School  was  given  official  recognition  in  the  military 
system  of  the  State,  its  annual  inspection  is  provided  for,  and  the 
Governor  is  authorized  to  commission  its  graduates. 

WENTWORTH   MILITARY  ACADEMY. 

(Lexington,  Missouri). 

This  School  was  founded  in  1880  by  Stephen  G.  Wentworth,  and 
is  one  of  the  pioneer  military  schools  of  the  West.  The  military  fea- 
ture of  the  Academy  was  adopted  in  1881. 

In  addition  to  having  full  recognition  by  the  War  Department,  the 
School  is  a  post  of  the  National  Guard  of  Missouri  and  its  graduates 
from  the  State  receive  commissions  as  second  lieutenants  in  the  State 
military  forces. 

The  military  organization  consists  of  a  battalion  of  two  companies 
and  a  band.  It  will  be  classified  under  the  new  classification  as  given 
in  Chapter  III  as  "Class  M."  The  work  in  its  military  department  for 
the  year  1912-13  received  special  commendation  by  the  War  Depart- 
ment after  the  annual  inspection  in  April,  1913. 

The  number  of  students  in  the  military  department  ranges  from 
175  to  225.  The  military  instruction  embraces  infantry,  artillery, 
signal  corps,  hospital  corps  and  engineering  corps  exercises.  Eight 
and  a  half  hours  for  practical  drill  and  four  and  a  half  hours  for  theo- 
retical work  are  given  each  week. 

The  institution  has  a  splendid  rifle  team  which  won  the  champion- 
ship of  the  United  States  in  the  National  Military  School  Shooting 
League  in  1912.  In  1913  it  won  the  Western  championship  in  the 
same  league. 

Wentworth  belongs  to  the  North  Central  Association  of  Schools 
and  Colleges,  thereby  having  its  scholastic  work  accepted  by  all  higher 
institutions  which  receive  students  on  certificate. 

A  system  of  athletics  is  maintained  that  has  the  unique  feature 
of  reaching  every  student.  In  the  year  1911-1912  the  Wentworth 
football  team  defeated  the  champion  football  teams  of  the  Missouri 
State  College  League. 

NEW  MEXICO. 

NEW    MEXICO    MILITARY   INSTITUTE. 

(Roswell,  New  Mexico). 

The  New  Mexico  Military  Institute  was  established  by  an  act  of 
the  legislative  assembly  of  the  Territory  of  New  Mexico,  passed  in 


THE   KEMPER   MILITARY    SCHOOL,    BOONVILLE,    MISSOURI. 


INSTITUTIONS    OF   LEARNING    OTHER   THAN    LAND    GRANT.   173 

1883,  providing  for  a  military  school  at  Roswell,  Chaves  County.  The 
buildings  were  completed  March,  1898,  and  the  school  opened  to  stu- 
dents in  that  year. 

The  military  feature  was  prominent  from  the  beginning  of  the 
school.  However,  day  students  were  permitted  to  attend  during  the 
first  session.  Since  the  close  of  the  first  year  the  school  has  been 
maintained  as  a  strictly  military  boarding  school  for  yoUng  men.  All 
students  are  required  to  live  in  barracks  and  be  under  military  dis- 
cipline at  all  times.  No  student  is  admitted  to  the  school  who  is  not 
able  to  do  the  regular  military  duties. 

This  school  was  first  recognized  by  the  War  Department  in  1905, 
when  an  officer  of  the  Regular  Army  was  sent  to  Roswell  for  the  pur- 
pose of  inspecting  its  military  department.  The  following  spring  the 
school  was  again  inspected,  as  a  result  of  which  an  Army  officer  was 
detailed  as  professor  of  military  science  and  tactics. 

The  New  Mexico  Military  Institute  was  designated  as  a  "Dis- 
tinguished Institution"  by  General  Orders,  War  Department,  published 
June  23,  1909.  It  was  also  so  classed  in  1910-11-12-13. 

The  battalion  is  organized  into  three  companies  and  a  band;  the 
companies  are  captained  and  officered  by  cadets ;  the  battalion  is  under 
the  command  of  the  commandant  of  cadets;  instruction  is  given  in 
infantry,  field  artillery  (dismounted),  signaling,  etc.  Much  attention 
is  given  to  target  practice,  to  field  problems,  and  to  working  out  attack 
and  defense.  Great  attention  is  given  to  extended  order  drills,  to  wire- 
less signaling,  to  personal  and  military  hygiene,  and  to  sanitation. 

The  entire  school  life  of  a  hundred  and  sixty  cadets  belongs  to 
the  military  department.  All  officers  of  the  Institute  are  military  men 
and  habitually  wear  the  regulation  uniform. 

The  military  work  continues  from  six-twenty  in  the  morning,  when 
reveille  sounds,  to  nine-thirty  at  night.  Cadets  are  marched  to  meals 
in  battalion  formation ;  they  are  marched  to  classes  and  to  assembly. 
There  is  one  hour  of  regular  drill  each  afternoon,  and  Saturday  there 
is  battalion  inspection  and  guard  mount.  Each  Sunday  afternoon  a 
battalion  parade  is  given  at  the  institute  and  is  followed  by  a  band 
concert. 

The  New  Mexico  Military  Institute  is  the  only  school  of  its  class 
in  the  entire  Southwest.  It  is  located  on  a  beautiful  plain  overlooking 
the  Pecos  Valley.  The  buildings  are  large  and  massive.  The  cadet 
barracks,  which  is  some  five  hundred  feet  in  length,  three  stories  high 
and  built  of  pressed  brick,  is  designed  according  to  the  Tudor-Gothic 
with  towers  and  battlements.  The  other  buildings  conform  to  this 


174  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

style  of  architecture.  The  remarkable  success  of  this  school  is  at- 
tributed to  its  location  and  to  its  strict  military  discipline.  It  is  3,700 
feet  above  sea  level,  in  a  climate  where  there  is  little  rain  or  snow 
during  the  session.  Out-door  work,  such  as  athletics  and  drills,  are 
enjoyed  throughout  the  entire  year.  December,  January  and  Feb- 
ruary, as  a  usual  rule,  furnish  beautiful  and  delightful  weather.  It 
is  rarely  necessary  to  suspend  the  field  exercises  even  for  a  day.  For 
this  reason  the  school  does  not  maintain  an  indoor  gymnasium,  all 
work  being  done  in  the  open  air. 

NEW  YORK. 

COLLEGE  OF  ST.  FRANCIS  XAVIER. 

(New  York). 

The  College  of  St.  Francis  Xavier,  conducted  by  the  fathers  of 
the  Society  of  Jesus  and  intended  for  day  scholars  only,  was  founded 
in  October,  1847,  and  in  January,  1861,  was  endowed  by  the  Regents 
of  the  University  of  the  State  of  New  York  with  full  collegiate  powers 
and  privileges. 

The  first  Latin  school  in  the  State  of  New  York  was  opened  in 
1683,  by  members  of  the  English  Province  of  the  Society  of  Jesus. 
The  pupils  of  the  Jesuit  School  were  called  to  their  classes  by  the  ring- 
ing of  the  bell  of  the  old  Dutch  Church  in  the  fort.  In  1809,  a  School 
was  established  on  a  new  site  on  Fifth  Avenue  and  50th  Street,  and  was 
known  as  the  New  York  Literary  Institute.  This  School  was  in  turn 
followed  in  1847,  by  the  School  of  the  Holy  Name  of  Jesus,  near  the 
corner  of  Walker  and  Elizabeth  Streets.  The  building  occupied  by 
this  School  was  destroyed  by  fire  January  22,  1848,  and  its  classes 
were  conducted  for  a  time  on  James  Street.  Later  a  house  was  rented 
at  77  Third  Avenue  for  use  while  more  spacious  accommodations  were 
in  preparation  on  the  present  site  at  West  15th  Street,  which  was 
occupied  in  September,  1850,  and  the  present  name  of  the  College  of 
St.  Francis  Xavier  was  adopted.  A  charter  was  granted  the  College 
of  St.  Francis  Xavier  December,  1862,  and  was  amended  on  April 
17,  1913,  by  the  Regents  of  the  University  of  the  State  of  New  York, 
extending  the  authorized  location  and  jurisdiction  of  the  College  to  in- 
clude the  present  City  of  New  York.  By  this  amendment  the  College 
was  authorized  to  extend  its  educational  operations  beyond  the  limits 
of  Manhattan  Borough.  The  new  College  was  opened  in  Brooklyn 
in  1908.  The  Regents  of  the  University  of  New  York  granted  per- 
mission for  the  College  to  extend  its  location  and  jurisdiction  to  Brook- 
lyn where  the  classes  in  the  College  are  conducted.  The  Xavier  High 


INSTITUTIONS    OF   LEARNING   OTHER   THAN    LAND    GRANT.  175 

School  and  the  Xavier  Grammar  School  continue  classes  at  39  West 
15th  Street  and  53  West  15th  Street,  respectively.  The  High  School 
offers  a  four-years'  course  in  English,  Latin,  Greek,  Mathematics, 
History,  French,  German,  Spanish,  Science  and  Military  Science  and 
Tactics.  Students  are  admitted  from  the  High  School  to  the  College 
at  the  end  of  the  fourth  year  after  a  successful  examination. 

The  cadet  corps  of  the  High  School  is  organized  as  a  battalion  of 
ifantry  of  six  companies  with  a  full  complement  of  commissioned  and 
noncommissioned  officers  selected  from  the  student  body.  All  the  stu- 
dents are  obliged  to  take  part  in  the  drill  and  to  wear  the  regulation 
uniform.  None  are  excused  except  for  physical  disability.  The  course 
of  instruction  is  confined  to  the  infantry  arm  of  the  service  and  con- 
forms to  the  requirements  of  the  War  Department. 

THE  MANLIUS  SCHOOLS. 

(Manlius,  New  York). 

St.  John's  was  founded  in  1869,  and  for  twenty-five  years  has  been 
under  the  management  of  its  present  head,  General  William  Verbeck, 
formerly  the  Adjutant  General  of  the  State  of  New  York,  who  through 
the  assistance  of  trained  specialists  and  veteran  teachers  has  brought 
the  school  to  a  high  degree  of  success  and  excellence.  In  this  institution 
it  has  been  from  the  first  the  law  and  method  of  government  to  appeal, 
through  a  military  system,  to  what  is  best  and  loftiest  in  the  pupil — 
to  his  honor,  his  veracity,  his  candor,  his  self-respect,  his  loyalty, 
rather  than  to  fear  or  comfort,  or  popularity,  or  promotion  or  any 
mortal  reward. 

St.  John's  says:  "There  are  no  educational  institutions  in  the 
world  that  teach  a  higher  sense  of  duty  and  honor  than  West  Point 
and  Annapolis,  and  no  men  that  have  a  higher  average  of  integrity 
and  capacity  for  responsibility  than  the  men  who  are  officers  in  the 
Army  and  Navy.  It  is  then  natural  we  should  study  the  means  and 
methods  that  create  such  character,  because  it  is  the  best  vehicle  for 
the  expression  and  education  of  military  virtues.  We  turn  to  the  best 
traditions  of  the  Army  as  a  model." 

Through  its  scientific  and  classical  courses  it  prepares  for  the 
scientific  or  arts  courses  of  colleges,  and  enables  the  cadet  to  pursue  his 
studies  to  advantage.  Through  its  main  engineering  course,  which  is  de- 
signed to  cover  the  first  two  years  of  college  work  and  which  approxi- 
mates the  course  of  the  United  States  Military  Academy  at  West  Point, 
it  fits  directly  for  appointment  as  second  lieutenant,  coast  or  field  artil- 
lery, cavalry  or  infantry  of  the  United  States  Army. 


176  MILITARY  EDUCATION  IN   THE  UNITED  STATES. 

The  institution  has  a  coaching,  or  tutoring,  department  to  meet 
the  demands  for  special  preparation  for  college,  for  the  government 
schools  and  for  the  Army. 

The  military  course  includes  practical  and  theoretical  work  in  In- 
fantry Drill  Regulations,  Manual  of  Guard  Duty,  map  reading,  duties 
of  advance  and  rear  guards,  patrols,  military  law,  military  corre- 
spondence, organization  and  tactics,  customs  of  the  service  and  mili- 
tary history. 

The  School  offers  exceptional  opportunities  for  instruction  in  the 
cavalry  branch  of  the  service.  Horsemanship  is  considered  a  valuable 
part  of  the  physical  training  and  is  encouraged  because  it  is  a  graceful 
and  useful  accomplishment.  The  instruction  in  cavalry  is  elective. 
Cadets  who  elect  this  work  are  organized  and  equipped  in  a  manner 
that  conforms  with  the  best  traditions  of  the  Army. 

VERBECK  HALL. 

This  department  of  the  Manlius  Schools  is  a  home  where  young 
boys  from  eight  to  fourteen  years  of  age  receive  separate  care,  atten- 
tion and  education.  The  first  object  of  St.  John's  is  to  send  out  boys 
thoroughly  prepared  for  college,  and  the  mission  of  Verbeck  is  for 
boys  to  take  high  academic  standing.  This  School  is  separated  from 
the  older  boys  and  occupies  Verbeck  Hall,  a  handsome  building  es- 
pecially suitable  for  its  needs.  The  younger  pupils  are  organized  into 
a  company  of  their  own  and  simple  military  drill  and  routine  is  exacted 
of  them. 

NEW  YORK  MILITARY  ACADEMY. 

(Cornwall-on-Hudson,   New   York). 

The  New  York  Military  Academy  was  established  in  1889,  to 
provide  a  place  for  boys  and  young  men  who  can  pursue  their  studies 
and  live  their  school-lives  while  enjoying  the  benefits  of  a  military 
system.  This  institution  is  established  on  a  thorough  military  basis 
and  is  conducted  as  nearly  like  the  United  States  Military  Academy 
at  West  Point  as  is  practicable  at  a  private  school.  It  is  not  the  aim 
of  the  Academy  to  graduate  soldiers  but  to  graduate  young  men  who, 
though  destined  for  civil  life,  shall  possess  the  best  qualities  of  a  sol- 
dier, who  shall  be  obedient  to  proper  authority,  orderly,  prompt,  cour- 
teous, erect  and  well-developed  physically.  The  academy  realizes  that 
the  mere  wearing  of  a  uniform  with  an  occasional  drill  will  not  produce 
such  results  but  may  be  obtained  only  through  a  long  period  of  strict 
discipline,  just  but  firm,  and  a  long  period  of  training  with  gradually 


INSTITUTIONS    OF   LEARNING   OTHER   THAN    LAND    GRANT.  177 

increased  responsibilities.  The  Academy  is  chartered  by  the  Regents 
of  the  University  of  the  State  of  New  York,  and  its  courses  of  study 
are  approved  and  passed  and  educational  work  inspected  by  the  De- 
partment of  Education. 

The  military  department  of  this  school  came  into  existence  with 
ts  organization  and  it  is  now  one  of  the  institutions  of  Class  "A" 
grade.  The  number  of  cadets  in  attendance  is  172,  who  are  organized 
as  a  battalion  of  infantry  of  three  companies,  with  a  band.  There  is 
also  a  troop  of  cavalry,  whose  members  are  taken  from  the  infantry. 
The  head  of  the  military  department  is  a  graduate  of  West  Point 
who  has  had  many  years  of  experience  in  the  Regular  Army,  including 
not  only  service  in  the  field  but  also  as  executive  officer  of  the  Army 
Service  Schools  at  Fort  Leaven  worth,  and  as  a  member  of  the  General 
Staff  at  Washington.  The  Academy,  as  stated,  is  modeled  after  West 
Point  and  endeavors  to  train  its  cadets  along  the  lines  of  the  strictly 
cadet  life  of  that  famous  school.  The  military  work  is  confined  to 
elementary  instruction  in  Infantry  Drill  Regulations,  plain  horseman- 
ship for  the  cavalry,  the  details  of  guard  duty  for  both  officers  and 
privates — in  brief  a  simple  compliance  with  the  requirements  of  the 
War  Department  under  the  supervision  of  which  the  military  depart- 
ment is  conducted.  The  Academy  is  a  high  grade  institution  in  every 
respect. 

NORTH  CAROLINA. 

THE  BINGHAM   SCHOOL. 

(Asheville,  North  Carolina). 

The  Bingham  School  was  founded  in  1793,  by  Reverend  William 
Bingham,  the  grandfather  of  its  present  headmaster  and  owner,  and 
it  has  been  migratory.  Its  first  location  was  at  Wilmington,  its  second 
at  Pittsboro',  its  third  at  Hillsboro',  its  fourth  at  "Mount  Repose,"  in 
the  country,  ten  miles  from  Hillsboro',  where  its  founder  died  in  1825. 
He  was  succeeded  by  his  son,  William  J.  Bingham,  in  whose  hands  the 
School  was  located  first  at  Hillsboro'  from  1825  to  1845  and  then  at 
Oaks  in  Orange  County,  where  it  was  conducted  until  1864.  In  the 
latter  year  it  was  moved  to  Mebane.  All  the  buildings  of  the  institution 
were  destroyed  in  May,  1882,  and  this  catastrophe  was  repeated  in  1890, 
when  the  school  was  moved  to  its  sixth  location  on  the  Asheville 
Plateau,  where  it  is  now  located.  The  Bingham  is  the  oldest  school 
for  boys  in  the  Southern  States. 

After  a  successful  non-corporate  and  merely  civil  existence  of 
nearly  70  years  the  school  was  incorporated  by  act  of  Assembly,  1864, 
as  a  military  academy. 
12 


178  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

The  School  officers  are  commissioned  by  the  State,  the  superin- 
tendent as  colonel  and  the  teachers  "with  rank  not  higher  than  that 
of  major."  From  1882,  when  the  detail  of  officers  from  the  active 
list  of  the  United  States  Army  as  military  instructors  in  schools  and 
colleges  began,  up  to  1898,  the  military  instruction  had  been  committed 
to  officers  of  the  Army.  The  School  lost  its  Army  detail  at  the  out- 
break of  the  Spanish  War,  when  these  officers  were  called  away  from 
all  institutions  of  learning.  The  military  organization  which  was  in- 
troduced in  1861  was  found  so  conducive  to  discipline,  health  and 
scholarship,  that  it  has  been  retained,  the  military  department  being  co- 
ordinate with  the  other  departments  of  the  School.  The  military  instruc- 
tion conforms  to  the  requirements  of  the  War  Department  as  set  forth 
in  Chapter  III.  For  purposes  of  instruction  the  students  are  organized 
into  a  battalion  of  infantry  of  two  companies  with  a  bugle  and  drum 
corps. 

OHIO. 

OHIO  NORTHERN  UNIVERSITY. 

(Ada,  Ohio). 

On  August  14,  1871,  the  "Northwestern  Ohio  Normal  School"  was 
formally  opened  for  the  instruction  and  training  of  teachers  in  the 
science  of  education.  In  the  fall  of  1875,  the  Northwestern  Normal 
School  located  at  Fostoria  was  consolidated  and  incorporated  with  the 
Northwestern  Ohio  Normal  School  at  Ada.  In  1885  the  name  was 
changed  from  Northwestern  Ohio  Normal  School  to  Ohio  Normal 
University.  From  its  inception  the  School  was  under  private  manage- 
ment and  control,  until,  in  September,  1898,  the  owners  sold  to  the  Cen- 
tral Ohio  Conference  of  the  Methodist  Episcopal  Church,  the  real  es- 
tate and  personal  property  belonging  to  the  University.  In  1904  and 
1905  the  institution  was  re-chartered  under  the  name  of  the  Ohio 
Northern  University. 

This  institution  has  a  military  department  and  every  ablebodied 
male  student  intending  to  complete  any  of  the  University  courses  or 
taking  work  which  necessitates  two  years  or  more  of  attendance  is 
required  to  participate  in  both  the  practical  and  theoretical  work  of 
the  department.  This  requirement  continues  through  three  terms.  The 
military  work  counts  as  a  substitute  for  any  elective  in  the  curriculum. 
In  order  to  secure  credit  on  the  records  of  the  University  the  cadet 
is  required  to  be  regular  in  attendance,  to  be  subject  to  all  military 
discipline,  to  drill  not  less  than  150  hours,  and  to  win  a  credit  of  al 
least  85%.  The  cadets  are  drilled  each  year  in  the  school  of  the  soldier, 


INSTITUTIONS    OF   LEARNING   OTHER   THAN    LAND    GRANT.  179 

company  and  battalion  and  in  the  ceremonies  and  in  the  manual  of 
the  saber,  besides  the  regular  foot  drills.  There  is  a  signal  corps 
detachment  which  is  instructed  in  visual  signaling,  both  with  the  flag 
and  torch.  Practical  work  also  includes  target  practice  and  other 
practical  instruction.  The  students  in  the  military  department  are  or- 
ganized into  a  battalion  of  infantry  of  four  companies,  with  full  staff 
and  band.  There  is  also  a  provisional  battery  of  field  artillery  and  a 
signal  corps. 

WILBERFORCE  UNIVERSITY. 

(Wilberforce,  Ohio). 

On  September  21,  1844,  a  committee  was  appointed  in  the  Ohio 
Conference  of  the  African  Methodist  Episcopal  Church  to  select  a 
site  for  a  seminary  of  learning.  A  tract  of  land  twelve  miles  west  of 
Columbus  was  purchased  and  "Union  Seminary"  was  projected.  This 
School  was  opened  in  1847,  thus  being  the  first  school  for  the  education 
of  colored  people  in  this  country,  the  germ  of  which  later  developed 
into  Wilberforce  University. 

On  September  28,  1853,  the  Cincinnati  Conference  of  the  Method- 
ist Episcopal  Church  recommended  "the  establishment  of  a  literary 
institution  of  high  order  for  the  education  of  colored  people  generally," 
and  in  May,  1856  "Tawawa  Springs"  in  Green  County,  Ohio,  was 
purchased  and  Wilberforce  University  located  thereat.  By  concurrent 
action  the  Methodist  Episcopal  Church  and  African  Methodist 
Episcopal  Conference  of  Ohio  cooperated  for  the  success  of  the  Uni- 
versity. It  was  incorporated  August  30,  1856,  and  the  University  began 
its  work  in  October  of  that  year. 

On  January  9,  1894,  an  officer  of  the  Army  was  designated  to 
organize  a  military  department  at  Wilberforce  and  serve  as  professor 
of  military  science  and  tactics.  This  assignment  fell  to  Lieutenant 
John  H.  Alexander.  Upon  his  death  he  was  succeeded  by  Lieutenant 
Charles  Young  of  the  9th  United  States  Cavalry,  the  only  remaining 
colored  officer  in  the  United  States  Army  who  is  a  graduate  of  West 
Point.  There  have  been  several  changes  in  officers  since  Lieutenant 
Young  finished  his  tour  of  duty  in  1905.  Wilberforce  is  the  only 
colored  institution  in  the  United  States  to  receive  a  detail  of  an  Army 
officer  to  superintend  its  military  department. 

The  cadets  are  organized  as  a  battalion  of  infantry  and  the  in- 
struction consists  of  practical  exercises  in  infantry  drill  and  recitations 
in  drill  regulations,  supplemented  by  lectures  on  minor  tactics  and 
other  military  topics.  The  students  are  also  given  target  practice  and 


180  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

instruction  in  signaling.  The  officers  of  the  battalion  are  selected  from 
the  students  who  excel  in  class  standing,  who  are  the  most  exemplary 
in  deportment  and  the  correct  performance  of  duty,  and  military  in 
bearing.  All  male  students  unless  especially  excused  take  instruction 
in  this  department. 

PENNSYLVANIA. 

PENNSYLVANIA     MILITARY     COLLEGE. 

(Chester,  Pennsylvania). 

In  1821,  John  Bullock  opened  a  boarding  school  at  Wilmington, 
Delaware,  and  conducted  it  successfully  for  26  years.  At  his  death 
in  1847,  Samuel  Alsop  secured  control  of  the  school  and  ran  it  until 
1853,  when  he  transferred  by  sale  the  equipment  and  good  will  to 
Theodore  Hyatt,  then  in  charge  of  the  parochial  school  of  the  First 
Presbyterian  Church  of  that  City.  In  the  fall  of  1858,  military  instruc- 
tion was  introduced  and  speedily  took  on  so  definite  a  form  that, 
April  19,  1859,  the  Governor  of  the  State  authorized  the  issue  to 
the  institution  of  "certain  public  arms."  This  radical  change  in  the 
constitution  of  the  School  opened  a  new  era  in  its  history  and,  to  make 
the  evolution  complete,  a  characteristic  name  was  adopted,  "Delaware 
Military  Academy."  At  the  opening  of  the  Civil  War,  increased  facili- 
ties for  the  conduct  of  the  academy  became  necessary,  and  accordingly, 
the  extensive  and  valuable  school  property  then  vacant  at  West  Chester, 
Pennsylvania,  was  leased. 

The  legislative  act  incorporating  the  institution  now  known  as 
the  Pennsylvania  Military  College,  was  approved  April  8,  1862,  and 
invested  the  board  of  trustees  with  all  the  powers  and  privileges  of  a 
military  university.  It  authorizes  the  conferring  of  scholastic  honors 
and  degrees,  enjoins  the  conduct  of  theoretical  and  practical  instruc- 
tion, and  empowers  the  State  authorities  to  supply  arms  for  infantry, 
artillery  and  cavalry  drills  together  with  tents  and  other  equipage.  A 
supplement  to  the  act  of  incorporation,  approved  February  21,  1868, 
authorized  the  Governor  of  the  State  to  grant  to  the  president,  vice- 
president  and  adjutant  of  the  college,  the  commissions  respectively 
of  colonel,  lieutenant  colonel  and  captain  of  infantry. 

During  the  summer  vacation  of  1862,  the  school  equipment  was 
transferred  to  the  new  quarters  at  West  Chester  and  the  first  session 
in  Pennsylvania  opened  September  4th  of  that  year.  In  December,  1865, 
another  change  of  location  was  made  when  the  institution  was  moved  to 
Chester. 


INSTITUTIONS    OF   LEARNING   OTHER   THAN    LAND    GRANT.  181 

In  the  conduct  of  the  military  department,  the  president,  as  com- 
mandant of  the  corps  of  cadets,  is  assisted  by  thoroughly  educated  men. 
Military  instruction  is  both  theoretical  and  practical,  to  facilitate 
which  the  United  States  War  Department  and  the  State  authorities 
furnish  proper  equipment  for  drill  in  each  arm  of  the  service,  including 
breech  loading  steel  guns,  machine  guns,  mortars,  United  States  Maga- 
zine rifles  and  sabers.  For  signaling  and  hospital  corps  work  there  are 
flags,  heliographs,  litters  and  all  other  needed  appliances.  Camp  equip- 
age is  supplied  by  the  State  under  the  act  of  incorporation.  The 
practical  course  consists  of  infantry  and  artillery  drills,  guard  duty, 
inspections,  target  practice,  signaling,  castrametation,  and  other  exer- 
cises incident  to  a  complete  military  system.  In  the  artillery  drill  is 
included  the  "manual  of  the  piece,"  mechanical  maneuvers,  evolutions 
with  batteries  of  machine  guns,  and  firing.  All  cadets  participate  in 
them.  The  theoretical  course  includes  recitations  in  Infantry  Drill 
Regulations,  Manual  of  Guard  Duty,  Elements  of  Military  Science, 
Small  Arms  Firing  Regulations,  Field  Service  Regulations,  Manual 
of  Military  Field  Engineering,  official  correspondence  and  preparation 
of  official  papers,  and  keeping  of  rosters.  The  cavalry  drill  is  option- 
al and  open  to  cadets  in  all  classes.  The  entire  system  of  military  in- 
struction follows  in  most  respects  that  at  the  United  States  Military 
Academy  at  West  Point.  The  military  element  enters  largely  into 
the  general  discipline  of  the  College. 

SOUTH  CAROLINA. 

BAILEY    MILITARY    INSTITUTE. 

(Greenwood,  S.  C). 

The  Bailey  Military  Institute,  located  at  Greenwood,  S.  C.,  has  an 
officer  of  the  Army  on  duty  as  professor  of  military  science  and  tactics. 
Sufficient  data  were  not  available  for  further  description  of  this  in- 
stitution. 


THE  CITADEL. 

(Charleston,  South  Carolina). 

Previous  to  the  year  1841,  the  State  of  South  Carolina  had  two 
depositories  for  its  arms  and  munitions  of  war,  one  known  as  the 
Citadel  in  the  City  of  Charleston,  the  other  known  as  the  Arsenal  in 
the  City  of  Columbia.  These  were  guarded  by  regularly  organized 
companies  and  were  maintained  at  considerable  expense  to  the  State. 
Governor  Richardson  of  that  State  made  the  suggestion  that  these 


182  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

guards  should  be  replaced  with  young  men,  who,  while  serving  as 
guards  should  receive  military  training  and  instruction  in  the  practical 
and  mechanic  arts.  Under  the  administration  of  his  successor,  Gover- 
nor Hammond,  an  act  of  the  legislature  was  passed  on  December  20, 
1842,  creating  the  Citadel  and  Arsenal  Academies.  The  faculty  of  the 
Citadel  was  elected  February  23,  1843,  and  the  Academy  was  in  opera- 
tion on  the  20th  of  March.  The  other  Academy,  the  Arsenal,  at  first 
co-equal  with  the  Citadel,  was  soon  incorporated  with  it  and  had  for 
its  function  the  instruction  and  training  of  the  recruits  forming  what 
is  known  as  the  "fourth  class." 

The  first  class  of  student-soldiers  numbering  six  was  graduated  in 
1846.  Of  the  240  graduates  of  the  institution  before  the  close  of  the 
civil  war  about  200  were  officers  in  the  Confederate  service,  out  of 
which  43  were  killed  on  the  field  of  battle.  A  detachment  of  cadets 
under  Major  P.  S.  Stevens,  Superintendent  and  graduate  of  the  Citadel, 
manning  a  battery  of  twenty-four-pounders  on  Morris  Island,  Janu- 
ary 9,  1861,  drove  off  the  steamer,  "Star  of  the  West,"  which  was 
attempting  to  relieve  Fort  Sumter,  thus  firing  the  first  hostile  shot 
of  the  war.  It  is  also  stated  that  a  detachment  of  cadets  under  the  com- 
mand of  Captain  J.  P.  Thomas,  fired  the  last  shot  of  the  war  delivered 
by  any  organized  body  of  troops  east  of  the  Mississippi  River,  when 
on  May  9,  1865,  they  were  engaged  in  a  skirmish  with  General  Stone- 
man's  command  near  Williamstown,  South  Carolina. 

At  the  fall  of  Charleston  in  February,  1865,  the  Citadel  was  oc- 
cupied by  Federal  troops.  The  corps  of  cadets  was  at  that  time  in 
the  field  in  the  upper  part  of  the  State  and  never  returned  to  the  in- 
stitution, which  continued  in  the  hands  of  the  United  States  military 
authorities  until  1881.  An  act  to  authorize  the  reopening  of  the  Mili- 
tary Academy  was  passed  by  the  General  Assembly  and  approved 
January  31,  1882.  The  Citadel  was  reopened  on  October  1st  of  that 
year  with  189  cadets  and  has  been  in  continuous  and  successful  opera- 
tion since. 

The  number  of  cadets  in  attendance  at  the  Citadel  is  now  in  excess 
of  200.  The  cadet  corps  is  organized  into  a  battalion  of  infantry  of 
four  companies.  The  character  of  instruction  given  is  largely  that  of 
the  infantry  arm  of  the  service  with  a  limited  amount  of  work  in  field 
artillery  and  signal  corps.  The  amount  of  time  devoted  to  practical 
instruction  is  four  hours  per  week.  There  is  daily  guard  mounting; 
all  formations  are  military  formations ;  review  and  inspections  a) 
held  every  Saturday;  dress  parades  are  held  once  a  week  after  Feb- 
ruary 22,  and  an  annual  military  encampment  of  two  weeks  durinj 


INSTITUTIONS    OP   LEARNING   OTHER   THAN    LAND    GRANT.   183 

which  time  there  is  considerable  field  work  and  target  practice.  The 
theoretical  work  is  divided  into  three  classes,  namely :  freshman,  sopho- 
more, junior  and  senior,  and  consists  of  recitations  in  the  Service 
Manuals  and  lectures  on  military  topics.  The  institution  has  been 
placed  in  the  "distinguished  class"  by  the  War  Department  inspectors 
for  the  following  years:  1904,  1905,  1908,  1909,  1910,  1911,  1912,  1913. 

TENNESSEE. 

COLUMBIA    MILITARY    ACADEMY. 

(Columbia,  Tennessee). 

The  Columbia  Military  Academy  was  opened  in  September,  1905, 
occupying  the  buildings  and  grounds  which  had  formerly  been  known 
as  the  Columbia  Arsenal.  Through  an  act  of  Congress  approved 
April  23,  1904,  the  Secretary  of  War  was  authorized  to  convey  this 
property  to  the  Columbia  Military  Academy,  an  educational  corporation 
organized  under  the  laws  of  Tennessee.  The  act  conveying  the  property 
also  prescribed  that  the  corporation  file  its  acceptance  with  the  War 
Department  stipulating  .that  the  same  shall  be  dedicated  and  used  for 
purely  educational  purposes  and  no  other.  It  also  provided  that 
the  Secretary  of  War  shall  be  a  visitor  at  the  said  institution  and 
have  and  exercise  full  rights  of  visitation  and  also  the  right  to  pre- 
scribe the  military  curriculum  and  to  enforce  compliance  there- 
with. The  deed  of  conveyance  stipulates  that  the  United  States  reserve 
the  right  to  use  such  lands  for  military  purposes  at  any  time  on  demand 
of  the  President  of  the  United  States. 

The  Academy  has  the  unique  distinction  of  being  a  State  corpora- 
tion, giving  military  instruction  in  a  plant  erected  by  the  national 
government  and  with  a  military  curriculum  prescribed  by  the  Secre- 
tary of  War. 

The  enforcement  of  all  discipline  is  under  the  commandant  of 
cadets,  who  is  responsible  for  the  discipline  of  the  institution.  The 
details  of  discipline  are  in  a  measure  in  the  hands  of  the  cadet  officers 
and  are  set  out  specifically  in  a  book  of  regulations,  a  copy  of  which 
is  supplied  each  student  upon  his  entrance.  The  military  is  in  force 
24  hours  of  the  day.  The  aim  of  the  Academy  is  not  to  allow  military 
routine  to  become  irksome  but  to  vary  it  as  to  keep  the  boy  interested 
.  at  all  times.  There  are  most  excellent  drill  grounds  ideally  located  for 
close  and  extended  order  drill,  cavalry  drill,  sham  battles  and  man- 
euvers. There  are  approximately  100  cadets  in  attendance  who  are 
organized  into  a  battalion  of  infantry  of  two  companies.  The  prac- 
tical instruction  consists  of  exercises  in  the  infantry  and  cavalry  arms 


184  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

of  the  service  and  also  includes  instruction  in  the  Manual  of  Guard 
Duty,  Field  Service  Regulations,  Small  Arms  Firing  Regulations  and 
Outlines  of  First  Aid  to  the  Injured.  There  is  also  instruction  in 
signaling  and  field  artillery.  The  theoretical  instruction  embraces 
recitations  in  all  of  the  practical  work  and  includes  besides  lectures  on 
military  subjects,  embracing  military  tactics,  service  of  security  and 
information,  castrametation,  camp  sanitation,  etc. 

SEWANEE  MILITARY  ACADEMY. 

(Sewanee,  Tennessee). 

The  Sewanee  Military  Academy,  "The  University  of  the  South," 
was  organized  in  1857  by  bishops  of  the  ten  Southern  dioceses  of  the 
Episcopal  Church,  receiving  the  name  of  the  "University  of  the  South" 
at  the  time.  The  idea  of  the  founders  was  to  establish  a  university 
in  the  South  for  the  promoting  of  social  order,  civil  justice,  Christian 
truth ;  to  do  for  the  South  what  the  English  universities  have  done  for 
the  youths  of  England.  The  adoption  of  the  military  feature  was  co- 
incident with  the  founding  of  the  School. 

The  number  of  students  participating  in  the  military  work  in 
1913-14,  was  116,  organized  into  a  battalion  of  infantry  of  two  com- 
panies with  a  band.  The  character  of  military  instruction  partakes  of 
that  of  the  infantry  arm  of  the  service  only,  to  which  is  given  during 
the  winter  season  five  hours  a  week  and  during  the  open  season  an 
average  of  ten  hours. 

The  Sewanee  Military  Academy  is  a  preparatory  school  and  its 
graduates  are  admitted  on  certificate  to  any  of  the  American  colleges. 
The  academic  standing  of  the  institution  has  always  been  kept  very 
high. 

For  a  number  of  years  the  military  feature  at  Sewanee  was  what 
is  popularly  known  as  the  "lax  military  system"  and  the  Academy 
was  placed  in  class  "C"  by  the  War  Department,  but  the  present  head- 
master, Colonel  Du  Val  G.  Cravens,  a  man  of  high  attainments  and  an 
ideal  organizer,  instituted  in  the  year  1912-1913,  a  strict  military  sys- 
tem and  for  the  past  two  years  the  Academy  has  been  in  class  "A" 
(or  "M"  under  the  new  classification).  Major  E.  S.  Benton,  U.  S.  A., 
Professor  of  Military  Science  and  Tactics  and  Commandant,  has  ably 
assisted  Colonel  Cravens  in  this  work. 

Considerable  attention  is  paid  to  athletics  and  the  students  receive 
a  thorough  training.  The  institution  won  the  Preparatory  School 
Championship  of  the  South  in  the  years  1911  and  1913  in  football. 


INSTITUTIONS    OF   LEARNING    OTHER   THAN    LAND    GRANT.   185 

The  University  is  located  on  a  spur  of  the  Cumberland  plateau 
between  Chattanooga  and  Nashville,  the  domain  covers  some  10,000 
acres  of  diversified  mountain  land  and  has  many  natural  beauties  in- 
cluding caves,  waterfalls,  clear  cold  springs  and  pools.  The  plateau 
is  about  1,000  feet  above  the  surrounding  plain  and  is  cool  in  summer 
ind  has  many  of  the  advantages  of  a  summer  resort. 

TENNESSEE   MILITARY  INSTITUTE. 

(Sweetwater,  Tennessee). 

This  institution  was  founded  in  1902,  as  a  military  school.  By 
:t  of  the  State  Legislature  all  members  of  the  faculty  and  military 
staff  are  regularly  commissioned  by  the  Governor  of  State  as  of- 
icers  in  the  Tennessee  National  Guard. 

The  government  of  the  institution  is  a  modified  form  of  military 
liscipline  and  it  is  one  of  a  considerable  number  of  similar  institu- 
:ions  that  have  installed  the  "honor  system." 

At  the  present  time  there  are  175  cadets  in  attendance,  who  are 
>rganized  as  a  battalion  of  infantry  with  cavalry  and  artillery  de- 
tachments. The  military  course  of  instruction  conforms  to  that  pre- 
:ribed  by  the  War  Department,  as  given  in  detail  in  Chapter  III. 
The  Institute  has  in  past  years  been  placed  in  "Class  A"  by  the  War 
Department  inspectors.  The  Tennessee  Military  Institute  is  one  of  the 
seven  "Class  A"  schools  especially  commended  by  the  Board  of  In- 
spectors sent  out  by  the  War  Department  in  1913.  Nine  hours  each 
week  are  devoted  to  practical  and  theoretical  instruction.  Membership 
in  the  cavalry  troop  is  optional. 

TEXAS. 

THE  PEACOCK  MILITARY  COLLEGE. 

(San  Antonio,  Texas). 

The  Peacock  Military  College  was  founded  in  September,  1894, 
and  its  military  department  was  instituted  in  1899.  Under  the  War 
Department  classification  it  has  been  classified  as  "A"  (See  Appendix 
V.). 

The  students  are  organized  into  a  battalion  of  infantry  of  three 
companies.  The  number  of  students  in  attendance  is  one  hundred. 
The  character  of  instruction  is  largely  that  of  infantry,  to  which  six 
hours  per  week  are  devoted. 

This  school  was  the  first  in  Texas  or  any  Gulf  State  classed 
"A"  by  the  War  Department.  It  is  private  property,  and  undenomina- 


186  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

tional,  being  the  oldest  school  in  the  State  of  Texas  dependent  for 
maintenance  entirely  upon  tuition  fees.  The  President  and  owner  of 
the  institution  is  Wesley  Peacock,  Ph.  B.,  University  of  Georgia. 

THE  WEST  TEXAS  MILITARY  ACADEMY. 

(San  Antonio,  Texas). 

The  West  Texas  Military  Academy  of  San  Antonio,  Texas,  was 
organized  and  founded  in  1893.  The  military  department  was  in- 
stituted the  same  year  and  since  1896  has  had  an  officer  of  the  United 
States  Army  detailed  as  professor  of  military  science  and  tactics.  It 
has  been  placed  in  Class  A  by  the  War  Department  inspectors  since 
1909. 

The  military  organization  is  that  of  a  battalion  of  infantry  with 
bugle,  fife  and  drum  corps.  The  total  enrollment  of  this  department 
is  135.  The  military  instruction  is  confined  to  the  infantry  arm  of 
the  service  and  includes  the  school  of  the  battalion,  target  practice  and 
an  annual  encampment  with  all  duties  pertaining  to  a  permanent 
camp.  Some  instructing  is  also  given  in  signaling.  Three  and  three- 
fourths  hours  per  week  are  devoted  to  practical  military  exercises  and 
two  hours  to  practical  and  theoretical  work  for  officers  and  noncom- 
missioned officers.  The  exceptionally  mild  climate  allows  drills  to  be  held 
out  of  doors  the  entire  school  year.  The  students  who  live  at  the 
Academy  are  required  to  be  continually  in  uniform  and  lead,  as  far 
as  the  surrounding  conditions  can  reasonably  be  expected  to  permit, 
a  military  life. 

VERMONT. 

NORWICH  UNIVERSITY. 

(Northfield,  Vt.). 

Norwich  University  was  organized  at  Norwich,  Vermont,  in 
1819,  as  "The  American  Literary,  Scientific  and  Military  Academy," 
the  first  institution  in  the  country  to  ofTer  a  course  in  civil  engineer- 
ing, and  the  first  outside  West  Point  to  require  military  training. 
The  act  changing  the  academy  to  Norwich  University  was  passed  in 
1834,  and  the  charter  provides  that  the  board  of  trustees  "shall  be 
required  to  furnish  at  said  institution  constantly  a  course  of  military 
instruction,  both  theoretical  and  practical." 

The  War  Department  classifies  the  institution  under  general  orders 
No.  70,  1913,  as  "Distinguished  College,  Class  M  C"  (classification  in 
past  has  been  distinguished  A). 


1 


INSTITUTIONS    OF   LEARNING   OTHER   THAN    LAND    GRANT.   187 

The  cadets,  numbering  about  185,  are  organized  as  a  squadron 
of  the  First  Cavalry,  V.  N.  G.,  and  thus  have  a  direct  relation  to  the 
State  military  department,  each  man  being  regularly  enlisted. 

The  theoretical  instruction  consists  of  recitations  and  lectures 
each  week  for  each  class;  and  the  practical  side  of  the  routine  of 
post  life,  from  reveille  to  taps,  including  five  hours  a  week  of  drill 
and  a  ten-day  encampment  or  practice  march  each  year.  To  this  is 
added  an  occasional  "week  end"  march  for  individual  troops. 

Drills  are  both  mounted  and  dismounted ;  and  the  proper  offi- 
cers have  charge  of  the  regular  office  work,  making  out  reports, 
property  returns,  etc.  Discipline  is  managed  by  the  military  depart- 
ment, summary  and  general  courts  martial  being  the  forms  adopted. 
The  summary  court  officer  is  a  cadet,  whose  power  to  inflict  penalties 
limited,  and  whose  judgments  are  reviewed  by  the  commandant, 
e  general  court  is  made  up  of  officers  from  the  faculty  and  its 
indings  are  subject  to  review  by  the  president. 

Guard  is  mounted  every  day  and  the  officer  of  the  day  is  held 
strictly  responsible  for  the  good  order  of  the  corps  during  his  tour. 
Music  for  the  various  ceremonies  is  provided  by  the  band,  which 
is  a  distinct  organization,  and  holds  its  practice  as  a  part  of  the  mili- 
tary work. 

VIRGINIA. 

FORK    UNION    MILITARY   ACADEMY. 

(Fork  Union,  Virginia). 

The  Fork  Union  Military  Academy  was  established  in  1897.  The 
location  of  the  Academy  is  in  the  village  of  Fork  Union,  equidistant 
From  the  James  and  Revanna  Rivers,  in  the  foothills  of  the  Blue  Ridge 
fountains. 

This  Academy  is  one  of  the  three  civil  educational  institutions 
of  Virginia  having  an  Army  officer  detailed  by  the  War  Department. 
Its  military  feature  is  now  in  its  tenth  year  and  has  proved  most 
satisfactory  to  the  trustees.  Cadets  are  in  uniform  at  all  times,  the 
wearing  of  civilian  dress  being  prohibited.  For  purposes  of  instruc- 
tion the  cadets  are  organized  as  a  battalion  of  infantry  with  a  staff. 
Military  instruction  is  confined  to  the  infantry  arm  of  the  service. 
The  military  feature  of  the  institution  is  evident  from  "reveille"  in 
the  morning  until  "taps"  at  night,  the  cadets  following  a  regular 
•outine  similar  in  many  respects  to  the  routine  order  in  a  military 

St. 


188  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

The  Academy  is  a  preparatory  school  and  does  not  confer  degrees 
but  grants  the  academic  degree  upon  the  completion  of  the  course. 

STAUNTON    MILITARY   ACADEMY. 

(Staunton,  Virginia). 

The  Staunton  Military  Academy  was  founded  in  1867  by  Captain 
William  H.  Kable,  A.  M.,  University  of  Virginia,  as  a  preparatory 
school  for  all  universities,  and  was  conducted  until  1912  by  him,  in 
which  year  he  died  and  the  work  was  then  taken  over  by  his  son, 
Colonel  William  G.  Kable,  who  is  its  present  principal.  This  institu- 
tion is  among  the  largest,  if  not  the  largest  military  preparatory  school 
in  the  United  States,  and  its  academic  work  has  a  very  high  standing. 

Staunton  Military  Academy,  while  among  the  oldest  of  the  mili- 
tary schools,  has  not  until  recently  placed  its  military  department  under 
the  supervision  of  an  officer  of  the  United  States  Army.  This  oc- 
curred in  October,  1913,  when  Captain  Lewis  D.  Greene,  U.  S.  A., 
was  detailed  by  the  Secretary  of  War  for  duty  at  this  institution  as 
professor  of  military  science  and  tactics.  This  requires  the  course  of 
instruction  in  military  science  to  conform  to  that  prescribed  by  the  War 
Department,  as  set  forth  in  considerable  detail  in  Chapter  III. 

There  are  350  boarding  cadets  at  the  institution.  For  instruction 
in  infantry  tactics  and  in  military  police  and  discipline,  the  cadets  are 
organized  as  a  battalion  of  five  companies,  with  staff  and  band,  under 
the  commandant  of  cadets.  The  officers  and  noncommissioned  officers 
of  this  organization  are  selected  from  those  cadets  who  have  been 
most  studious,  soldier-like  in  the  performance  of  their  duties  and  most 
exemplary  in  their  general  habits. 

The  routine  of  military  duty  follows  very  closely  that  of  a  military 
post.  The  cadets  are  constantly  in  uniform  and  under  military  dis- 
cipline. 

VIRGINIA  MILITARY  INSTITUTE. 

(Lexington,  Virginia). 

The  Virginia  Military  Institute  was  created  by  legislative  act  of 
the  State  of  Virginia  in  1835-36,  and  finally  in  1838-39,  with  the  dual 
purpose  of  providing  military  education  and  a  substitute  for  the  com- 
pany of  State  troops  maintained  as  a  guard  for  the  arsenal  in  Lex- 
ington. 

Its  characteristic  organization  was  imparted  to  it  by  Capt.  Claude 
Crozet,  State  Engineer  of  Virginia,  a  graduate  of  the  Polytechnic 
Institute  of  Paris,  an  officer  of  Napoleon's  Army,  and  later  Professor 


INSTITUTIONS    OF   LEARNING   OTHER   THAN    LAND    GRANT.    189 

of  English  at  West  Point.  Francis  H.  Smith,  a  distinguished  gradu- 
ate of  West  Point,  and  a  retired  artillery  officer  was  elected  super- 
intendent, in  which  capacity  he  served  from  1839  to  1889. 

The  academic  character  of  the  institution  has  always  been  tech- 
nical, and  the  military  organization  that  of  a  battalion  of  infantry,  at 
present  of  six  companies,  with  an  aggregate  of  about  380  cadets, 
ranging  between  16  and  25  years  of  age.  The  band  is  employed  by 
the  State.  Every  student  of  the  institute  is  a  member  of  the  cadet 
corps  and  the  routine  of  West  Point  is  in  effect.  The  reservation  is 
a  State  military  post.  The  assistant  professors  comprise  the  tactical 
staff  of  the  commandant  and  are  selected  from  among  graduates.  All 
officers  of  the  faculty  and  sub- faculty  hold  commissions  in  the  Vir- 
lia  volunteers.  The  superintendent  and  full  professors  are  commis- 
sioned in  the  State  Engineers.  The  Army  officer  detailed  by  the  War 
Department  acts  as  professor  of  military  science  but  performs  no  tac- 
tical duties. 

There  are  four  classes,  the  academic  curriculum  being  common  to 
all  cadets  the  first  two  years;  civil  and  electrical  engineering,  chemis- 
try and  liberal  arts  courses  being  elected  for  the  last  two  years. 

Theoretical  and  practical  instruction  is  given  all  cadets  in  field  en- 
gineering, signaling,  first  aid,  gunnery  and  gun  drill  in  addition  to  their 
services  in  the  infantry  battalion. 

All  cadets  receive  a  complete  course  of  gallery  and  range  practice 
each  year.  One  week  or  more  is  spent  in  the  field  annually.  Guard 
)unt,  drills  and  parade  are  held  daily  throughout  the  year  from 
Sept.  1st  to  June  25th. 

The  small  section  system  of  West  Point  is  employed  for  academic 
instruction  and  cadets  are  marched  to  sections  and  to  meals  in  ranks. 
The  daily  military  routine  begins  with  reveille  at  6:15  A.  M.,  and 
ends  at  "taps"  at  10:00  P.  M.  A  regular  guard  is  mounted  each 
morning  and  remains  on  duty  throughout  the  day  and  night.  Aca- 
demic work  commences  at  8 :00  A.  M.  and  continues  until  1 :00  P.  M., 
md  from  2 :00  to  4 :00  P.  M.,  daily  except  Sundays. 

The  institute  is  conducted  by  the  military  orders  of  the  super- 
intendent and  the  corps  is  commanded  by  the  commandant  of  cadets, 
ic  War  Department  classification  has  always  been  the  highest,  hav- 
ing been  classed  with  the  "distinguished  schools"  every  year  since 
1904. 

For  the  past  10  years  an  average  of  ten  members  of  each  gradu- 
iting  class  have  entered  the  United  States  Army,  in  which  there  are  a 


190  MILITARY  EDUCATION  IN  THE  UNITED   STATES. 

total  of  near  200.     The  Institute  has  in  recent  years  furnished  ad- 
jutants general  for  seven  different  states. 

The  Virginia  Military  Institute  was  the  first  normal  school  in 
Virginia  and  offered  the  first  course  of  industrial  chemistry  and  sci- 
entific agriculture  in  the  South. 

Sixty  cadets  are  annually  appointed  from  senatorial  districts  of 
the  State  and  bear  the  same  relation  to  Virginia  as  cadets  at  West 
Point  to  the  United  States.  Their  obligations  may  be  discharged  by 
teaching  or  service  in  the  volunteers. 

During  the  war  between  the  states  the  school  was  known  as  the 
West  Point  of  the  Confederacy,  to  which  it  contributed  near  1,100 
commissioned  officers  including  30  general  officers  and  over  500  field 
officers,  although  there  had  been  but  500  graduates  and  1,200  ma- 
triculates up  to  June,  1861.  In  1861  the  corps  furnished  drill  in- 
structors for  20,000  Confederate  troops  mobilized  at  Richmond  during 
the  Spring  and  Summer.  It  was  in  the  field  12  times  as  a  military 
unit  under  the  orders  of  the  Confederate  War  Department  during 
the  war,  participating  in  the  battles  of  McDowell,  1861,  Covington, 
1863,  and  Newmarket  in  1864.  It  was  actually  under  fire  on  four 
occasions  and  in  the  Battle  of  Newmarket  lost  nine  killed  and  forty- 
eight  wounded  out  of  250  cadets  engaged.  It  has  been  estimated  that 
at  one  time  one-sixth  of  the  Confederate  forces  were  commanded  by 
graduates.  Every  regiment  in  Pickett's  famous  division  at  Gettysburg 
but  two  was  commanded  by  a  graduate. 

The  great  majority  of  the  staff  and  field  officers,  two  of  the  division 
and  many  of  the  brigade  commanders  of  the  Army  of  Stonewall  Jack- 
son, who  was  professor  of  natural  and  experimental  philosophy  and 
an  instructor  of  artillery  at  the  institute  from  1852,  until  the  time 
of  his  death,  were  drawn  from  the  institute,  and  the  artillery  of  the 
Army  of  Western  Virginia  was  largely  commanded  by  graduates. 
Over  200  of  its  eleves  fell  in  battle. 

Though  the  institute  had  been  in  existence  but  six  years  it  fur- 
nished 14  officers  in  the  Mexican  War. 

In  the   Spanish-American  War  the  institute   furnished  a  great 
number  of  officers  of  the  volunteers.     Of  the  living  eleves  it  is  esti-  , 
mated  not  less  than  2,000  would  volunteer  in  the  event  of  a  serious 
war. 

In  the  professional,  scientific,  industrial  and  political  world  its 
graduates  are  conspicuously  eminent  and  among  the  more  illustrious 
members  of  its  faculty  have  been  numbered  Matthew  Fontaine  Maury, 


INSTITUTIONS    OP   LEARNING   OTHER   THAN    LAND    GRANT.   191 

John  Mercer  Brooke,  John  T.  L.  Preston,  Marshall  McDonald  and 
G.  W.  C.  Lee,  the  last  succeeding  his  father  as  President  of  Washing- 
ton and  Lee  University. 

The  annual  appropriation  from  the  State  of  Virginia  has  been  for 
rnie  years  $40,000.     The  institution  is  not  endowed  and  receives  no 
)ther  public  support. 

The  institution  with  its  educational  equipment  and  library  was 
iestroyed  by  U.  S.  Volunteers  under  General  David  Hunter  in  June. 
L864. 

WASHINGTON. 

UNIVERSITY  OF  WASHINGTON. 

(Seattle,  Washington). 

The  foundation  for  this  University  was  laid  in  1854,  when  Gov- 
lor  Isaac  Ingalls  Stevens  recommended  in  a  message  to  the  first 
legislature  that   Congress   be  memorialized  to  appropriate  land   for 
university.     Two  townships  were  subsequently  granted,  and  in  Janu- 
iry,  1861,  the  legislature  finally  located  the  Territorial  University  at 
Seattle.     The  first  board  of  University  Commissioners  met  on  Febru- 
iry  22,  1861,  and  on  May  21st,  of  that  year,  the  cornerstone  of  the 
lain  building  was  laid.     The  University  was  open  for  students  Novem- 
>er  the  4th  following. 

A  course  of  two  years  in  military  training  is  required.  All  able- 
>odied  male  students  (except  those  from  foreign  countries,  not  in- 
tending to  become  naturalized)  must  take  the  course  which  by  the 
regulations  of  the  University  is  required  during  the  first  and  second 
irs.  Three  hours  a  week  are  devoted  to  military  training,  for 
rhich  two  credits  are  given  each  semester.  The  students  participating 
in  military  instruction  are  organized  and  instructed  as  infantry,  and 
the  course  of  instruction  is  confined  to  that  arm  of  the  service. 

WISCONSIN. 

THE  NORTHWESTERN   MILITARY  AND  NAVAL  ACADEMY. 

(Lake  Geneva,  Wisconsin). 

The  Northwestern  Military  and  Naval  Academy  was  founded  at 
Highland  Park,  Illinois,  in  1888,  by  Colonel  H.  P.  Davidson,  as  the 
Northwestern  Military  Academy.  The  winter  term  of  the  School  is 
still  held  at  Highland  Park  pending  the  completion  of  the  new  build- 
ings at  Lake  Geneva.  At  present  the  buildings  at  the  latter  place 
are  only  temporary  but  the  construction  of  permanent  buildings  is 
under  way 


192  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

The  attendance  at  this  institution  numbers  100  cadets  who  are 
organized  as  a  battalion  of  infantry  of  three  companies  with  a 
band.  All  students  are  required  to  take  the  theoretical  and  practical 
course  in  military  instruction,  which  comprises  military  calisthenics; 
first  aid  to  the  injured ;  hygienic  care  of  the  person ;  military  courtesy ; 
military  topography  and  sketching ;  scouting ;  visual  signaling ;  writing 
messages,  reports  and  field  orders ;  military  history,  and  military  policy 
of  the  United  States;  simple  exercises  in  the  form  of  map  prob- 
lems, tactical  walks;  map  maneuvers  and  terrain  exercises,  in  ad- 
dition to  instruction  in  the  Small  Arms  Firing  Regulations.  Manual 
of  Guard  Duty;  Infantry  Drill  Regulations  and  Artillery  Drill  Reg- 
ulations. There  is  also  a  course  of  instruction  in  elementary  naval 
exercises. 

Promotions  in  the  military  department  are  made  from  an  eligible 
list  which  is  based  upon  the  standing  in  scholarship,  deportment, 
drill,  class  and  service.  The  Academy  has  a  unique  equipment  of 
automobiles,  motorcycles  and  bicycles  equipped  for  military  service. 
The  institution  lays  claim  to  the  distinction  of  having  the  only  auto- 
mobile battery  organization  of  its  kind  in  the  world.  In  addition  to 
the  complete  military  equipment  of  the  institution,  the  Secretary 
of  the  Navy  has  recently  authorized  the  issue  of  six  naval  cutters 
completely  equipped  with  both  sails  and  oars  and  each  boat  mounting 
a  Hotchkiss  1 -pound  rapid-fire  or  a  gattling  gun.  The  time  de- 
voted to  military  instruction  both  practical  and  theoretical,  is  six 
hours  per  week. 

This  Institution  has  always  been  progressive  in  everything  per- 
taining to  its  military  as  well  as  its  other  departments.  The  bat- 
talion spends  twelve  weeks  of  each  year  under  canvas  and  devotes 
as  much  time,  probably,  to  field  work,  practice  marches,  topographic 
work,  etc.,  as  any  similar  school. 

Three  years  ago  the  institution  embodied  the  Naval  feature  and 
the  Navy  Department  in  addition  to  furnishing  the  equipment  above 
mentioned  has  also  supplied  navigating  instruments,  etc.  A  graduate 
of  this  institution  is  expected  not  only  to  be  capable  of  commanding 
an  infantry  company,  but  to  be  conversant  with  the  handling  of  small 
boats,  the  reefing  of  block  and  tackle,  tying  knots,  splicing  ropes 
and  the  use  of  nautical  instruments. 


THE    COMMANDANT    AND     CADET    OFFICERS,     AND     PART    OF    CAMP    OF 

CADETS  ON  OCCASION  OF  ANNUAL  PRACTICE  MARCH,   ST.  JOHN'S 

MILITARY  ACADEMY,   DELAFIELD,   WISCONSIN. 


INSTITUTIONS   OP   LEARNING    OTHER   THAN    LAND    GRANT.   193 

ST.  JOHN'S  MILITARY  ACADEMY. 

(Delafield,  Wisconsin). 

This  Academy  was  organized  in  1884  and  incorporated  in  1889. 
The  military  department  was  instituted  in  1886  and  the  school  has 
been  since  this  time  essentially  a  military  school.  It  has  enjoyed 
the  distinction  of  being  one  of  the  ten  "distinguished  institutions," 
so  designated  by  the  War  Department  inspectors  since  1910  (See  Ap- 
pendix V).  Under  the  new  classification  it  will  be  known  as  a 
"Class  M"  school. 

Every  student  is  required  to  enroll  in  the  miltary  department, 
which  now  numbers  230  cadets  organized  as  a  battalion  of  infantry,  of 
four  companies,  with  a  cadet  band. 

Military  instruction  is  both  practical  and  theoretical  and  pro- 
ficiency in  both  forms  of  instruction  is  required  for  graduation. 
This  instruction  is  confined,  with  some  minor  exceptions,  to  infantry 
work  only,  the  authorities  of  the  Academy  believing  that  only  thus 
can  a  high  order  of  excellency  and  interest  in  the  military  work  be 
maintained.  Military  field  engineering  and  topography  and  military 
signaling  are  given  as  electives  in  the  military  curriculum,  and  de- 
tachments are  maintained  in  each  branch.  These  detachments  are 
made  up  of  upper  classmen  entirely  and  this  serves  to  supplement  the 
infantry  work. 

St.  John's  is  located  in  a  beautiful  lake  region  of  Southern  Wis- 
consin and  has  a  patronage  that  extends  to  every  state  in  the  Union, 
Mexico  and  Canada.  It  is  among  the  younger  schools  of  the  country, 
as  will  be  noted  from  the  date  of  its  founding,  and  has  the  somewhat 
unique  distinction  of  being  still  under  the  management  of  its  founder, 
the  Rev.  Sidney  C.  Smythe. 


Officers  of  the  Army  are  detailed  to  the  following  institutions  as 
professors  of  military  science  and  tactics  under  the  provisions  of 
Section  1260,  R.  S.,  and  the  Acts  of  Congress  approved  May  4,  1880 ; 
August  6,  1894;  February  26,  1901 ;  and  April  21,  1904.  (See  Chap- 
ter III.)  The  officers  so  detailed  do  not  come  under  the  apportion- 
ment of  officers  to  states,  but  are  in  addition  to  the  100  allowed  under 
the  apportionment  regulation.  Retired  officers  only  are  eligible  for 
detail  to  these  schools. 


13 


194  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

CALIFORNIA. 

THE   HITCHCOCK   MILITARY  ACADEMY. 

(San  Rafael,  California). 

This  School  was  founded  in  the  early  part  of  1878  by  the  Reverend 
William  Dixon  of  San  Rafael,  who  conducted  the  School  until  1888, 
when  he  was  succeeded  by  Mr.  Octavius  Bates.  The  School  at  that 
time  was  known  as  the  Selborne  School.  Mr.  Bates  was  succeeded 
in  1898  by  Reverend  Charles  Hitchcock.  In  April  of  the  succeeding 
year  the  buildings  were  totally  destroyed  by  fire  and  the  school  con- 
tinued in  temporary  quarters  and  completed  the  school  year.  The 
present  site  was  secured  in  1899,  the  name  was  changed  to  Hitch- 
cock School  and  the  military  department  was  established.  Mr.  Rex 
W.  Sherer  who  is  now  president,  performed  the  duties  of  the  first 
commandant.  In  1907,  the  School  was  incorporated  as  the  Hitch- 
cock Military  Academy.  Military  drill  takes  place  every  day  except 
Saturday  and  Sunday,  and  there  is  a  dress  parade  and  review  every 
Friday.  The  military  instruction  is  confined  largely  to  that  of  in- 
fantry tractics  and  the  cadet  organization  conforms  to  the  War  Depart- 
ment requirements. 

MOUNT   TAMALPAIS    MILITARY   ACADEMY. 

(San  Rafael,  California). 

The  Mount  Tamalpais  Academy  is  twenty- four  years  old  and  now 
numbers  approximately  125  cadets  in  attendance.  These  young  men 
are  organized  as  a  battalion  of  infantry  of  two  companies.  There  is 
also  a  troop  of  cavalry  and  a  platoon  of  artillery  selected  from  members 
of  the  infantry  battalion.  The  cadets  who  form  the  troop  are  drilled 
on  horseback  two  days  a  week  on  which  days  they  are  excused  from 
other  military  work.  The  platoon  of  field  artillery  also  drills  mounted. 
The  institution  holds  an  annual  encampment  in  September  of  each  year 
for  one  week  on  the  banks  of  the  Russian  River. 

ST.  MATTHEW'S  MILITARY  SCHOOL. 

(Burlingame,  California). 

This  school  was  founded  in  1866  by  Rev.  Alfred  Lee  Brewer, 
D.  D.,  and  has  therefore  just  completed  its  47th  year.  It  is  situated  in 
the  town  of  Hillsborough,  a  mile  and  a  quarter  from  Burlingame, 
California,  which  is  the  post  office  and  railroad  station  for  the  school. 


INSTITUTIONS    OF   LEARNING   OTHER   THAN    LAND   GRANT.   195 

The  military  feature  was  started  in  1870.  At  present  there  are 
80  students  undergoing  military  instruction.  The  school  is  classed  as 
"Class  A."  (See  Appendix  V). 

The  instruction  given  is  exclusively  infantry,  to  which  eight  hours 
per  week  are  devoted. 

MISSOURI. 

MISSOURI    MILITARY   ACADEMY. 

(Mexico,  Missouri). 

This  institution  was  founded  in  1889.  It  is  a  distinctive  military 
school  with  a  system  somewhat  modified  from  that  found  at  West  Point. 
The  School  has  the  system  of  instruction  which  is  in  use  in  most  other 
military  schools  which  provides  for  the  thorough  inspection  of  cadets 
and  their  quarters  daily,  with  a  weekly  inspection  which  is  much  more 
minute  and  exacting.  The  cadets  are  at  all  times  under  military  dis- 
cipline; they  live  in  barracks  and  exercise  a  complete  system  of  ad- 
ministration conforming  in  many  respects  to  the  customs  of  the  ser- 
vice in  the  United  States  Army.  The  practical  course  of  instruction 
in  the  military  department  includes  Infantry  Drill  Regulations,  Field 
Service  Regulations,  Manual  of  Guard  Duty,  Small  Arms  Firing 
Regulations,  field  engineering,  Butt's  Manual,  bayonet  exercises,  signal- 
ing, wall  scaling  and  First  Aid  to  the  Injured.  These  exercises  occupy 
five  periods  each  week.  The  theoretical  instruction  includes  recitations 
in  these  subjects  and  lectures  on  military  topics. 

In  accordance  with  Section  59,  General  Orders  No.  13,  governing 
the  organization  of  the  National  Guard  of  Missouri,  the  Missouri  Mili- 
tary Academy  has  been  constituted  a  post  of  the  National  Guard  of 
the  State.  The  teachers  hold  State  commissions  under  this  act,  and 
graduates  are  commissioned  brevet  second  lieutenants  in  the  State 
military  organization.  The  regulation  also  provides  that  the  school 
shall  be  inspected  annually  by  the  Adjutant  General  of  Missouri. 

NEW  JERSEY. 

WENONAH   MILITARY  ACADEMY. 

(Wenonah,  New  Jersey). 

The  Wenonah  Military  Academy  was  organized,  under  private 
patronage,  in  the  Fall  of  1904.  Its  military  department  was  instituted 
at  the  time  of  its  organization.  The  school  has  but  recently  come  under 
Government  supervision.  It  was  classified  by  the  War  Department  in 
1913,  in  grade  C.  The  cadets,  seventy  in  number  (Feb.,  1914),  are 
organized  into  a  battalion  of  two  companies,  with  a  full  staff  of  officers 
and  a  cadet  band  of  ten  pieces.  Five  hours  a  week  are  devoted  to  prac- 


196  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

tical  military  instruction,  excluding  the  time  given  to  callisthenic 
exercises  and  the  minor  formations.  Special  classes  in  theory  are  also 
conducted.  The  courses  at  various  times  in  the  history  of  the  school, 
have  embraced  instruction  in  the  service  of  the  infantry,  cavalry,  ar- 
tillery, signal  corps  and  sanitary  service.  Instruction  at  the  present  time 
is  limited  to  the  study  and  practice  of  the  first;  but  the  school  is 
equipped,  at  any  time,  to  pursue  courses  in  the  last  three  branches  of 
service. 

The  Academy  plant  and  general  equipment,  in  proportion  to  the 
number  of  cadets,  is  most  ample.  The  school  is  located  in  the  center  of 
one  of  the  most  beautiful  towns  of  southern  New  Jersey ;  has  a  spacious 
and  trimly  kept  drill  park  to  the  immediate  front  of  the  main  building, 
and  has  the  largest  combined  armory  and  gymnasium  of  any  school  in 
that  State. 

OHIO. 

MIAMI   MILITARY  INSTITUTE. 

(Germantown,  Ohio). 

The  first  plans  for  this  institution  were  laid  as  early  as  1874  when 
certain  citizens  of  the  town  of  Germantown  entered  into  an  agreement 
with  the  district  synod  of  Ohio  of  the  Evangelical  Lutheran  Church 
for  the  founding  and  maintenance  of  a  synodical  school.  Subscriptions 
were  secured  for  a  college  fund  and  the  buildings  were  constructed  the 
following  year.  Before  the  second  year  of  the  school  session  had  been 
completed  the  district  synod,  which  had  agreed  to  provide  a  faculty 
and  attend  to  the  maintenance  of  the  school,  abandoned  the  enterprise. 
The  building  was  acquired  by  the  village  of  Germantown  and  was  used 
for  armory  purposes  for  about  ten  years.  On  the  fourth  of  February, 
1886,  the  new  school  was  founded  by  its  present  head,  Orvon  Graff 
Brown,  in  an  agreement  with  the  village  council,  and  occupied  the 
original  building  for  many  years.  The  institution  was  chartered  in 
1887  by  the  State  of  Ohio  as  "Twin  Valley  College."  As  increasing 
attention  came  to  be  paid  to  the  military  side  of  the  school's  edu- 
cational plan,  the  name  was  changed  to  "Miami  Military  Institute  of 
Twin  Valley  College." 

In  1906  the  Secretary  of  War  detailed  an  officer  of  the  Army  to 
be  professor  of  military  science  and  tactics.  At  all  inspections  made 
by  the  War  Department  it  has  been  classed  "A." 

The  time  given  to  military  instruction  is  four  hours'  practical 
exercises  per  week.  Formations,  ceremonies,  etc.,  which  occur  other 
than  the  regular  drill  hour  are  in  addition.  There  are  lectures  on  mili- 


•      * 

'Is*** 


INSTITUTIONS    OF   LEARNING   OTHER   THAN    LAND    GRANT.   197 

tary  subjects  at  selected  periods.  The  cadets  are  organized  into  a  bat- 
talion of  infantry  of  two  small  companies.  At  the  present  time  there 
are  about  60  students  in  attendance. 


CHAPTER  VI. 

THE  ARMY  WAR  COLLEGE. 
(Washington,  D.  C). 

"A  great  captain  can  only  be  formed  by  long  experience  and  intense 
study;  neither  is  his  own  experience  enough — for  whose  life  is  there  suffi- 
ciently fruitful  of  events  to  render  his  knowledge  universal." — Archduke 
Charles. 

HISTORICAL  SKETCH. 

The  establishment  of  the  Army  War  College  was  first  proposed 
by  Secretary  of  War  Elihu  Root  in  his  annual  report  for  1899.  A 
board  of  officers  was  appointed  whose  duty  was  to  prepare  regulations 
for  such  an  institution.  This  board  was  appointed  in  February,  1899, 
with  Brigadier  General  William  Ludlow,  a  graduate  of  the  United 
States  Military  Academy,  at  West  Point,  and  an  engineer  officer,  as 
its  chief.  In  November,  1901,  the  present  Army  War  College  was 
formally  established  under  the  provisions  of  Paragraph  7,  General 
Orders  115,  published  by  the  War  Department  that  year. 

The  first  legislative  action  relating  to  this  college  is  found  in  the 
Army  Appropriation  Act  of  May  26,  1900,  where  $20,000  is  made 
available  for  expenses  incident  to  its  establishment.  Appropriations 
have  been  made  annually  since  that  year  for  the  maintenance  of  the 
institution. 

In  1902  Congress  appropriated  $400,000  for  the  Army  War  College 
building  at  Washington  Barracks,  District  of  Columbia,  to  which 
amount  was  added  $300,000  in  1904.  The  building  was  under  construc- 
tion from  1903  to  1907  and  was  occupied  on  the  20th  of  June  of  the 
latter  year. 

The  purpose  of  the  college  is  to  make  a  practical  application  of 
knowledge  already  acquired  and  not  to  impart  academic  instruction. 

The  objects  are: 

(a).  The  direction  and  coordination  of  military  education  in 
the  Army  and  in  civil  schools  and  colleges  at  which  officers  of  the 
Army  are  detailed  under  acts  of  Congress,  and  the  extension  of  oppor- 
tunities for  investigation  and  study  in  the  militia  of  the  United  States. 

(b).  To  provide  facilities  for  and  to  promote  advanced  study 
of  military  subjects  and  to  formulate  the  opinions  of  the  college  body 
on  the  subjects  studied  for  information  for  the  Chief  of  Staff. 


THE  ARMY  WAR  COLLEGE.  199 

The  personnel  of  the  College  consists  of  a  president,  to  be  assigned 
to  that  duty  by  the  Secretary  of  War,  and  the  officers  for  the  time 
being  of  the  War  College  Division,  General  Staff.  Two  directors  and  a 
secretary  of  the  College  are  selected  from  the  permanent  personnel  of 
the  division. 

The  temporary  personnel  (or  student  body)  consists  of  such  officers 
not  below  the  grade  of  captain  as  may  be  detailed  to  that  duty  by  the 
War  Department.  The  tour  of  duty  of  these  officers  may  not  exceed 
12  months,  beginning  September  1st  of  each  year. 

The  interior  economy  of  the  college  is  regulated  by  the  President 
and  directors,  subject  to  the  approval  of  the  Chief  of  Staff. 


The  War  College  is  a  part  of  the  military  educational  system  of  the 
United  States.  Its  purpose  is,  expressed  in  greater  detail,  the  unifica- 
tion of  the  instruction  given  at  the  various  Service  Schools ;  the  de- 
velopment of  these  institutions,  and  the  most  advanced  professional 
study  of  military  problems,  real  and  imaginary.  The  officers  of  the 
College  exercise  a  general  supervision  of  the  courses  of  study  in  each 
of  the  Service  Schools.  This  supervision  also  extends  to  all  civil  in- 
stitutions of  learning  to  which  are  detailed  Army  officers  as  professors 
of  military  science  and  tactics. 

The  faculty  of  the  War  College  studies  the  military  organization 
of  the  United  States  and  compares  it  with  that  of  the  organizations  in 
other  armies  of  recognized  efficiency,  with  an  eye  to  its  betterment, 
to  its  complete  understanding  of  its  practical  efficiency  of  operation. 
It  constitutes  an  advisory  board  to  which  the  Secretary  of  War  may 
turn  at  any  time  for  details  and  recommendations. 

An  important  function  of  this  institution  is  the  study  of  plans 
of  campaigns,  and  the  accumulation  of  military  information  pertain- 
ing to  the  nations  of  the  world. 

One  of  the  principal  duties  of  the  College  is  to  outline  and  to  com- 
plete in  detail  the  plans  for  prospective  wars,  making  it  only  a  matter 
of  issuing  orders  to  start  all  the  machinery  of  the  War  Department 
in  the  event  the  prospective  materializes  into  actual  war. 

ORGANIZATION. 

The  personnel  of  the  War  College,  as  stated  in  the  historical  sketch, 
consists  of  a  president,  who  is  a  general  officer,  two  directors  (who 
are  officers  of  the  General  Staff,  the  senior  of  the  rank  of  colonel  and 


200  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

the  junior  not  below  the  rank  of  lieutenant  colonel),  a  secretary,  who 
is  an  officer  of  the  General  Staff,  the  officers  of  the  General  Staff  on 
duty  in  the  third  division,  and  such  students  as  may  from  time  to  time 
be  named  in  orders  from  the  War  Department.  In  contradistinction 
to  the  students  so  named  the  other  officers  on  duty  at  the  War  College 
are  known  as  its  "permanent  personnel." 

DUTIES  OF  PERMANENT  PERSONNEL. 

The  work  of  the  permanent  personnel  consists  of : 

1.  The  preparation  of  projects  involving  the  organization,  mobili- 
zation, and  concentration  of  troops,  general  strategic  plans,  and  pre- 
liminary operations. 

2.  The  preparation  of  confidential  strategical  problems,  involving 
mobilization  and  concentration,  for  officers  especially  designated  by 
the  Chief  of  Staff. 

3.  The  preparation  of  tactical  problems,  to  be  solved  jointly  by 
officers  of  large  posts,  and  the  critical  examination  of  the  solutions  of 
the  same. 

4.  The  preparation  of  tactical  problems  for  the  post-graduate 
course  in  the  garrison  schools  (Chapter  XII). 

5.  The  critical  examination  of  essays,  pertaining  to  the  post- 
graduate course  in  the  garrison  schools,  forwarded  by  division  com- 
manders in  accordance  with  instructions. 

6.  The  direct  supervision  under  the  Chief  of  Staff  of  the  courses 
and  methods  of  instruction  at  post,  garrison,  and  service  schools,  and 
the  Staff  College,  including  the  approval  of  text  books  where  such 
are  used. 

7.  The  supervision  of  the  military  departments  of  schools  and 
colleges  at  which  officers  of  the  Army  are  detailed  as  professors  of 
military  science  and  tactics,  and   for  this  purpose  the  examination 
of  reports  of  inspectors  at  these  institutions  (Chapter  III). 

8.  The  annual  classification  of  schools  and  colleges  at  which 
officers  of  the  Army  are  detailed  as  professors  of  military  science  and 
tactics. 

9.  The  preparation  of  critical  analyses  of  foreign  military  sys- 
tems or  important  parts  thereof,  to  be  published  from  time  to  time  as 
the  Chief  of  Staff  may  direct. 

10.  The  regulation  and  conduct  of  Army  maneuvers,  and   (in 
conjunction  with  naval  officers)  of  those  jointly  conducted  by  the  Army 
and  Navy. 


THE  ARMY  WAR  COLLEGE.  201 

STUDENT  OFFICERS. 

The  students  at  the  War  College  are  selected  by  the  Chief  of 
Staff  and  detailed  by  orders  from  the  War  Department,  in 
such  number  as  may  be  expedient.  The  officers  designated  are  not 
above  the  rank  of  major  or  below  the  rank  of  captain,  preference  being 
given  to  graduates  of  the  Staff  College  at  Fort  Leavenworth,  Kansas, 
as  long  as  there  are  available  such  graduates  of  the  grades  to  which  the 
details  are  restricted. 

The  following  order  governs  the  detail  of  student  officers  for  duty 
at  the  War  College : 

GENERAL  ORDERS          1  WAR  DEPARTMENT, 

No.  13.  J  WASHINGTON,  February  27,  1914. 

I — The  following  rules  will  govern  the  detail  of  officers  at  the  Army  War 
College,  beginning  with  the  class  that  will  enter  the  college  in  August, 
1915: 

1.  Selections  for  the  detail  will  be  made  by  the  Chief  of  Staff,  under 
the  procedure  hereinafter  set  forth,  from,  available  officers  who  may  desire 
to  take  the  course  at  the  college.    The  total  number  of  officers   detailed 
in  any  year  will  not  exceed  30,  and  the  number  detailed  from  the  different 
arms,  corps,  and  departments  will  not  exceed  13  from  the  Infantry,  7  from 
the  Cavalry,  3  from  the  Field  Artillery,  3  from  the  Coast  Artillery,  2  from 
the  Corps  of  Engineers,  and  1  from  the  permanent  personnel  of  the  staff 
departments.    In  addition,  the  Navy  Department  will  be  invited  to  desig- 
nate 1  officer  of  the  Navy  and  1  officer  of  the  Marine  Corps  to  pursue  the 
course. 

2.  Officers  desiring  to  take  the  course  will  make  application  for  detail 
to  The  Adjutant  General  of  the  Army  through  military  channels  in  time 
to  reach  The  Adjutant  General's  Office  not  later  than  January  1   of  the 
year  in  which  they  desire  to  take  the  course.    A  list  of  the  names  of  the 
applicants  will  be  submitted  to  the  president  of  the  Army  War  College  for 
consideration  and  recommendation. 

3.  Of  the  officers  selected,  graduates  of  the  Army  Staff  College,  who 
have  had  not  less  than  two  years'  service  with  their  arm  or  corps  since 
graduation  from  the  Army  Staff  College,  will  be  considered  eligible  without 
further  examination  as  to  their  qualifications. 

4.  Of  the   remaining   applicants   considered   there   will   be   selected   a 
sufficient  number,  who  will  be  notified  to  prepare  themselves  for  a  written 
examination  to  be  held  during  the  month  of  April.     The  scope  of  this  ex- 
amination  will   be   announced    in   bulletins.    Examination    papers    will    be 
furnished  the  selected  officers  at  the  proper  times,  together  with  necessary 
instructions.     On   the   completion   of   the   examination,   the   papers   will   be 
returned  to  The  Adjutant  General  for  reference  to  the  president,  Army  War 
College,  for  consideration  and  recommendation  to  the  Chief  of  Staff  as  to 
the  fitness  or  unfitness  of  the  applicants  as  shown  by  these  examinations. 
Except  as  specified  in  section  3,  selections  for  detail  to  the  Army  War  Col- 
lege will  be  made  from  those  officers  who  pass  a  satisfactory  examination. 

II — In  the  selection  of  officers  for  the  class  to  enter  the  Army  War 
College  in  August,  1914,  the  rules  laid  down  in  Paragraph  I  will  govern, 
in  so  far  as  they  may  be  applicable.  The  application  referred  to  in  section 
2  must  be  made  so  as  to  reach  The  Adjutant  General's  Office  not  later  than 
April  15,  1914.  The  examination  prescribed  in  section  4  will  take  place 
during  the  month  of  May. 

Ill — If  at  any  time,  not  earlier  than  December  1  of  each  college  year, 
any  officer  pursuing  the  course  at  the  Army  War  College  shall  be  deemed 
unfitted  for  any  reason  to  continue  the  course  and  shall  be  so  reported  by 
the  faculty  he  will  upon  recommendation  of  the  president,  Army  War  Col- 
lege, be  relieved  from  duty  at  the  college  forthwith. 

BY   ORDER   OF   THE    SECRETARY    OF   WAR: 

OFFICIAL:  LEONARD  WOOD, 

GEO.  ANDREWS,  Major  General,  Chief  of  Staff. 


202  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

COURSE   OF   STUDY. 

The  course  of  study  consists  of : 

(a).  The  critical  study  of  an  approved  plan  of  operations,  with 
a  view  to  its  confirmation  or  modification. 

(b).  The  assumption  of  the  original  conditions  on  which  an 
approved  plan  was  based,  and  the  preparation  of  an  independent  plan, 
the  two  to  be  subsequently  compared  and  discussed. 

(c).  In  each  case  a  minute  and  detailed  study  of  a  certain  number 
of  days'  operations  at  an  important  period  of  the  plan,  involving  the 
preparation  of  every  daily  order  of  importance  to  be  issued  during  the 
period,  directing  the  position  and  movements  of  wagon  trains  of  every 
kind,  the  tactical  arrangement  of  marches  (assignment  of  roads  to 
columns,  arrangement  of  columns  on  the  roads,  etc.),  length  of  marches, 
tactical  arrangement  of  camps  and  bivouacs,  etc. 

(d).  In  connection  with  the  above,  the  discussion  of  special  prob- 
lems encountered  by  the  technical  troops,  of  the  tactical  use  of  the 
infantry,  cavalry  and  artillery  under  the  given  conditions,  the  supply 
of  ammunition,  the  disposition  of  the  wounded,  etc. 

(e).  A  war  game,  in  which  an  actual  campaign  (of  the  Civil  War, 
for  instance)  will  be  taken,  all  the  initial  conditions  of  the  campaign 
being  assumed  to  exist  now  as  they  actually  did,  except  that  the  or- 
ganization, armament,  equipment,  and  tactical  methods  are  those  of  the 
present  day,  the  probable  result  being  worked  out  on  the  map. 

(f).  Informal  lectures  and  general  discussions  of  current  mili- 
tary events  and  developments. 

There  is  no  formal  opening  or  ending  of  the  term  of  instruction 
at  the  War  College,  nor  are  there  any  examinations  held  or  diplomas 
given  at  the  end  of  the  course.  The  course  is  essentially  one  of  applied 
knowledge  on  the  part  of  capable  and  qualified  officers,  and  the  an- 
nouncement in  orders  that  an  officer  has  been  selected  for  this  course 
of  advanced  work  is  deemed  by  the  War  Department  sufficient  recog- 
nition of  his  professional  attainments. 

Graduates  of  the  Army  War  College  are  exempt  from  examination 
for  promotion  for  a  period  of  six  years. 


CHAPTER  VII. 

THE  ARMY  SERVICE  SCHOOLS. 

(Ft.  Leavenworth,  Kansas). 

"However  high  may  be  the  duties  which  come  to  an  officer  in  the 
departments  of  education,  instruction,  administration,  and  scientific  in- 
vestigation, he  nevertheless  enters  upon  the  activity  corresponding  to  the 
real  character  of  his  calling  only  when  he  exercises  command  of  troops 
and  when  he  exercises  such  command  in  the  presence  of  the  enemy.  It 
must  be  the  aim  of  every  officer  to  become  at  some  time  a  commander,  to 
become  a  responsible  leader  in  action. 

"For  this  purpose  he  needs,  in  addition  to  the  development  of  peculiar 
personal  characteristics  and  in  addition  to  experience  and  service  with 
troops,  before  all  else,  a  thorough  tactical  education. 

"The  tactical  instruction  which  an  officer  gains  in  military  schools 
and  with  troops  is  not  alone  sufficient.  Study  on  his  own  part  must  be 
added.  The  tactician  has  need,  in  his  profession,  of  steady  and  uninter- 
rupted training  in  order  both  to  preserve  and  to  develop  his  powers  once 
he  has  discovered  them.  The  commander  receives  his  education  not  only 
in  the  saddle,  but  also  at  his  desk.  This  is  proved  by  many  illustrious  ex- 
amples of  celebrated  commanders. 

"Military  history  offers  inexhaustible  material  to  the  officer  who  wishes 
to  pursue  his  education  in  tactics.  It  leads  him  directly  to  the  conditions 
of  war  and,  by  showing  the  ever-changing  relations  between  cause  and  ef- 
fect, brings  him  to  a  realization  of  the  conditions  upon  which  success  and 
failure  depend. 

"Military  history,  however,  offers  only  what  is  finished  and  completed. 
The  mental  activity  exercised  in  its  study  is  a  reproductive  one  and  its 
value  to  the  student  depends  directly  upon  the  extent  to  which  he  is  able 
to  grasp  and  synthesize  the  real  conditions  and  their  relations  and  to  enter 
into  the  thoughts  of  the  leading  personalities. 

"The  education  of  the  tactician  demands,  in  addition  to  this,  a  pro- 
ductive activity,  in  the  exercise  of  which  he  is  confronted  by  questions 
still  unsolved,  which  he  himself  must  solve.  Therein  lies  the  worth  of 
tactical  problems,  which  are  the  more  valuable  the  nearer  the  conditions 
approach  those  of  actual  warfare  and  the  more  latitude  they  give  for  the 
exercise  of  judgment  and  decision.  They  must  provide  the  student  with 
the  means  of  developing  his  tactical  judgment  and  of  gaining  practice  in 
the  use  of  forms. 

"The  tactician  needs  a  thorough  knowledge  of  the  fundamental  prin- 
ciples to  build  on  as  well  as  the  faculty  of  rightly  applying  them.  Through 
uncultivated  genius  alone,  which  pays  no  attention  to  form,  he  will  never 
become  equal  to  the  difficult  problems  of  a  serious  crisis.  Still  less  will 
the  mere  theorist  be  able  to  fill  the  position  if  his  powers  be  limited  to 
the  knowledge  of  formal  tactics. 

"That  power  of  decision  and  action  which  is  able  to  cope  with  all  the 
situations  of  war  is  gained  only  by  developing  the  ability  to  form  a  judg- 
ment in  technical  matters  with  certainty. 

"Therefore  tactics  is  an  art  to  be  learned.  Like  every  other  art,  it 
demands  a  measure  of  talent,  and  the  highest  stage  of  perfection  can  be 
reached  only  by  those  highly  gifted  at  the  start.  In  spite  of  this,  however, 
the  less  gifted  can,  through  practice,  gain  a  considerable  degree  of  facility, 
and  many  a  tactician  has  only  begun  to  find  out  his  powers  as  he  advanced 
in  the  knowledge  of  his  profession.  Here,  also,  one  may  say:  'industry  is 
genius.' 

"It  should  therefore  be  the  aim  of  every  officer  to  progress  through 
the  individual  study  of  tactics  and  thus  to  prepare  himself  for  the  highest 
duties  of  his  calling."— Capt.  Albert  Buddecke,  Great  General  Staff,  German 
Army.  Translation  by  Capt.  A.  L.  Conger,  V.  8.  Inf. 


204  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

There  is  located  at  Fort  Leavenworth,  Kansas,  a  group  of  schools 
known  as  the  Army  Service  Schools.  The  basic  of  these  institutions 
is  The  Army  School  of  the  Line.  Affiliated  with  it  is  the  Army  Staff 
College,  The  Army  Signal  School,  The  Army  Field  Engineer  School, 
and  The  Army  Field  Service  and  Correspondence  School  for  Medical 
Officers.  The  School  of  the  Line  and  its  affiliated  schools  will  be 
treated  in  this  chapter  each  under  a  separate  head. 

The  object  of  these  schools  is  the  "better  preparation  of  the 
mobile  army  for  war."  The  character  of  the  work  performed  is  in 
a  large  measure  post-graduate,  as  most  of  the  student  officers  are 
graduates  of  West  Point  or  of  civil  institutions  of  learning. 

HISTORICAL  SKETCH. 

It  is  fitting  that  something  of  the  early  history  of  the  institutions 
discussed  in  this  chapter  be  given. 

The  foundation  for  an  Infantry  and  Cavalry  School  was  laid 
by  General  William  Tecumseh  Sherman,  Commanding  the  Army  of 
the  United  States,  in  orders  issued  from  his  headquarters  in  1881, 
in  which  he  directed  that  necessary  measures  be  taken  for  the  estab- 
lishment of  a  "School  of  Application  for  Infantry  and  Cavalry," 
similar  to  that  in  operation  for  the  artillery  at  Fortress  Monroe, 
Virginia.  The  code  of  regulations  for  the  latter  school  as  far  as 
applicable  was  adopted  for  the  government  of  this  school  until  such 
time  as  the  staff  of  this  newly  created  institution  could  prepare  and 
submit  a  code  for  its  own  use. 

The  personnel  of  the  school  was  to  consist  of  three  field  officers 
of  infantry,  with  not  less  than  four  companies  of  infantry,  four 
troops  of  cavalry  and  one  battery  of  light  artillery  and  the  officers  at- 
tached for  instruction.  These  latter  were  to  be  officers  detailed  for 
instruction,  from  each  regiment  of  cavalry  and  infantry  of  the  Army, 
with  rank  not  to  exceed  that  of  lieutenant  and  who  had  not  previ- 
ously received  professional  instruction,  officers  so  detailed  to  be  at- 
tached to  the  companies  composing  the  school  and  to  perform  all  the 
duties  of  company  officers  in  addition  to  those  of  instruction. 

The  senior  officer  present  for  duty  was  in  command  of  the  school 
and  the  next  five  officers  in  order  of  rank  composed  the  staff. 

The  school  was  governed  by  rules  of  discipline  prescribed  for  mili- 
tary posts  and  was  subject  to  inspection  of  department  and  division 
commanders,  but  in  matters  purely  pertaining  to  the  course  of  instruc- 
tion it  was  exclusively  subject  to  orders  of  the  General  Commanding 
the  Army. 


THE  ARMY  SERVICE  SCHOOLS.  205 

Col.  Elwell  S.  Otis,  of  the  20th  U.  S.  Infantry  (later  Major 
General  U.  S.  Army),  was  assigned  to  the  command  of  the  post  and 
to  him  fell  the  duty  of  organizing  the  school.  He  reported  at  Fort 
Leavenworth  for  this  work  in  November,  1881. 

Under  date  of  November  22,  1881,  Gen.  Sherman  addressed  the 
following  note  to  Lieut-General  Philip  A.  Sheridan  who  was  then 
commanding  the  Division  of  the  Missouri: 

HEADQUARTEKS  ARMY  OF  THE  UNITED  STATES, 

WASHINGTON,  D.  C.,  NOVEMBER  22,  1881. 
"My  dear  Sheridan: 

I  am  just  in  receipt  of  your  letter  of  the  19th  with  the  tabular  list 
of  the  officers  comprising  the  new  School  of  Application  at  Leavenworth. 

I  need  hardly  say  that  I  regard  it  as  admirable,  and  I  feel  sure  that 
this  school  will  become  the  best  practical  military  school  of  all  in  the 
United  States. 

I  want  this  new  school  to  start  out  with  the  doctrine  that  service  with 
troops  in  the  field,  in  time  of  peace,  is  the  most  honorable  of  all,  and  the 
best  possible  preparation  for  high  command  when  war  does  come,  as  it 
always  does,  suddenly.  I  don't  want  to  meddle  with  this  new  school  or 
to  have  it  the  subject  of  legislation,  because  if  this  is  done,  like  West  Point, 
it  will  be  made  political  and  taken  out  of  our  control. 

The  school  should  form  a  model  post  like  Gibraltar  with  duty  done  as 
though  in  actual  war,  and  instruction  by  books  be  made  secondary  to  drill, 
guard  duty,  and  the  usual  forms  of  a  well  regulated  garrison. 

I  want  you  and  General  Pope  to  feel  that  I  am  well  pleased  with  all 
that  has  been  done,  and  that  I  have  abundant  faith  in  the  future. 

As  ever,  your  friend, 

W.  T.  SHERMAN." 

The  staff  of  the  school  submitted  to  the  General  of  the  Army  a 
code  of  regulations  similar  to  the  one  governing  the  Artillery  School 
at  Ft.  Monroe,  together  with  a  program  of  instruction.  That  official 
"approved  in  part,  and  disapproved  in  part,  but  the  recommendations 
made  were  all  part  and  parcel  of  a  system  which  required  the  ap- 
proval in  its  entirety  to  make  it  effective,  it  was  too  advanced  and 
complex  as  an  initiative  system  for  a  school  of  this  character,"  said 
Otis  in  his  annual  report  for  1882. 

In  1882,  Gen.  Sherman  published  in  orders  the  organization  of  the 
school  which  contained  regulations  for  its  government  and  prescribing 
a  course  of  instruction  to  be  pursued. 

These  orders  charged  the  commandant  with  the  responsibility 
for  the  practical  instruction  of  every  soldier  and  officer  of  his  com- 
mand in  everything  which  pertained  to  Army  organization,  tactics, 
discipline,  etc.  These,  the  General  of  the  Army  said,  must  be  his 
first  care,  and  the  second  in  importance  was  to  be  the  theoretical  in- 
struction, which  ought  to  precede  a  commission,  but  which  is  not 
always  the  case.  The  theoretical  instruction  was  to  include  reading, 
writing,  grammar,  arithmetic,  geography,  algebra,  geometry  and  suffi- 


206  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

cient  trigonometry  for  the  measurement  and  delineation  of  ground, 
and  such  history  as  every  young  gentleman  should  be  presumed  to 
know.  The  science  and  tactics  of  war,  in  so  far  as  they  may  be  ac- 
quired from  books,  was  also  to  be  embraced  in  the  theoretical  instruc- 
tion. 

This  order  also  provided  that  student  officers  on  reporting  be 
examined  by  the  school  staff  and  divided  into  two  classes,  the  first 
requiring  only  the  higher  instruction  and  the  second  the  whole  course 
of  two  years. 

In  concluding  his  order  Gen.  Sherman  makes  the  following  refer- 
ence to  the  future  of  student  officers  who  may  acquit  themselves  with 
credit  while  pursuing  the  course  of  instruction  prescribed: 

"The  rank  of  the  officers  concerned  is  determined  by  law,  and  cannot 
be  modified  by  anything  at  this  school.  Yet  it  is  well  known  that  the 
superior  officers  of  the  army  are  always  most  willing  to  advance  young 
officers  of  special  zeal,  intelligence,  and  acquirement;  therefore  the  in- 
structors will  keep  daily  notes  of  application  and  progress;  about  the  1st 
of  January  of  each  year  there  will  be  a  public  examination,  by  the  command- 
ing officer,  the  staff  of  the  school,  and  such  detailed  officers  as  have  had 
charge  of  classes,  at  which  examination  the  class  will  be  arranged  accord- 
ing to  general  merit,  and  special  mention  made  of  each  officer  who  deserves 
it,  a  report  of  which  will  also  be  made  and  forwarded  for  publication  and 
such  use  as  may  hereafter  be  determined." 

The  office  of  secretary  of  the  school  was  created  by  post  orders 
in  February,  1882,  and  was  later  provided  for  in  the  regulations 
adopted  for  the  school.  Second  Lieutenant  C.  H.  Murray,  4th  Cav- 
alry (now  Col.  of  the  12th  Cavalry)  was  detailed  under  this  order  as 
the  first  secretary  of  the  school. 

In  December,  1885,  an  order  was  issued  from  the  War  Depart- 
ment directing  that  the  General  Commanding  the  Army  appoint  a 
board  of  officers  to  attend  the  examination  at  the  close  of  each  two- 
year  course  of  instruction.  It  was  the  duty  of  this  board  to  witness 
as  far  as  practicable  the  final  examination  and  exercises  of  the  gradu- 
ating classes  and  to  examine  into  the  actual  condition  of  the  school 
respecting  discipline,  methods  of  instruction,  etc.  The  purpose  of 
this  was  suitably  recognized  by  announcing  in  orders  the  merits  of 
officers  and  the  diligence  with  which  they  were  pursuing  their  course 
of  instruction  at  the  school. 

The  name  was  changed  from  "The  School  of  Application  for 
Cavalry  and  Infantry"  to  "United  States  Infantry  and  Cavalry  School" 
in  June,  1886.  Concerning  a  definite  program  of  instruction  Colonel 
Otis  in  his  annual  report  of  1883  said : 

"No  definite  program  of  instruction  has  yet  been  adopted,  but  the 
studies  of  each  term  are  fixed  upon  and  arranged  after  the  capacity  of  the 
students  is  carefully  estimated.  The  results  of  preceding  terms  determine 
the  scope  and  character,  to  a  great  extent,  of  the  instruction  which  is  to 


THE  ARMY  SERVICE  SCHOOLS.  207 

follow.  During  the  past  summer  I  had  concluded  that  a  set  of  regulations, 
compact  and  well  denned,  might  be  prepared  to  govern  all  duties  at  the 
post,  and  to  prescribe  the  course  of  study  and  application  for  the  school. 
Upon  mature  reflection,  however,  it  appeared  wise  to  defer  action  in  this 
direction  until  a  more  extended  experience  of  future  developments  should 
more  clearly  manifest  what  and  how  much  substantial  good  might  be  ac- 
complished and  by  what  operations  it  could  be  best  effected." 

In  the  following  year  in  his  annual  report  he  refers  to  the  progress 
of  the  work  as  follows: 

"The  progress  of  the  year  in  developing  the  course  of  instruction,  or 
really  towards  the  construction  of  a  foundation  upon  which  we  may  rest 
a  needed  permanent  institution  for  military  training,  is  encouraging." 

Col.  Otis  was  succeeded  in  1885  by  Col.  Thos.  H.  Ruger  (later 
Major  General,  U.  S.  Army.)  In  Col.  Ruger's  report  for  1885  he 
says: 

"No  system  of  general  regulations  for  the  conduct  of  the  school  has  yet 
been  adopted. 

"As  appears  from  former  reports  delay  in  presentation  of  a  system  for 
sanction  by  superior  authority  has  been  made  with  purpose  of  taking  ad- 
vantage in  their  preparation  of  the  results  of  observation  and  experience, 
as  indicated  by  General  Orders  No.  8,  of  1882,  Headquarters  of  the  Army. 
Regulations  applicable,  not  only  to  the  course  of  instruction,  but  the  man- 
agement of  the  school  in  general,  without  embracing  matters  of  detail, 
should,  I  think,  be  adopted.  I  hope,  with  the  aid  of  the  school  staff,  to 
submit  a  code  of  the  kind  stated  within  the  present  school  year. 

"As  such  regulations  will  necessarily  apply  to  the  whole  course  of  in- 
struction and  administration  of  the  school,  suggestions  relating  to  these 
subjects  are  for  the  present  deferred." 

No  action  providing  for  a  program  of  instruction  and  permanent 
regulations  was  taken  until  1887,  when  a  board  of  officers  was  con- 
vened by  orders  from  the  headquarters  of  the  Army  to  prepare  them. 
General  Ruger  (promoted  Brig.  Gen.  the  previous  year)  was  made  the 
president  of  this  board.  The  result  of  the  labors  of  this  body  was 
published  in  Army  orders  in  1888  and  formed  the  first  permanent  regu- 
lations and  program  of  instruction  provided  for  the  school. 

In  these  regulations  the  division  of  the  student  body  into  two 
classes  was  discontinued.  The  program  of  instruction  was  changed 
and  systematized.  For  the  first  time  in  the  history  of  an  American 
Army  school  practical  instruction  in  minor  tactics  was  introduced. 

For  the  purposes  of  administration  and  convenience  the  school 
was  at  this  time  divided  into  seven  departments,  to- wit :  Department 
of  Military  Art,  Department  of  Engineering,  Department  of  Law,  De- 
partment of  Infantry,  Department  of  Cavalry,  Department  of  Artillery 
and  the  Department  of  Hygiene.  The  length  of  the  course  was  not 
changed,  embracing  two  years  as  before. 

In  February,  1890,  it  was  directed  in  orders  from  the  War  De- 
partment that  preference  for  the  detail  of  officers  for  duty  as  pro- 
fessors of  miltary  science  and  tactics  at  civil  institutions  of  learning 


208  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

be  given  to  graduates  of  the  U.  S.  Infantry  and  Cavalry  School.  The 
commandant  of  the  school  was  also  directed  to  furnish  the  adjutant 
general  of  the  Army  the  names  of  the  three  graduates  who  most  dis- 
tinguished themselves  by  general  proficiency  in  the  prescribed  course 
of  study  and  that  all  such  graduates  from  the  date  of  the  establishment 
of  the  school  be  so  furnished.  It  was  further  directed  that  so 
long  as  any  such  graduate  continues  in  the  service  either  on  the  active 
or  retired  list  of  the  Army  his  name  appear  in  the  Army  Register 
followed  by  the  words,  "Honor  Graduate  of  the  Infantry  and  Cavalry 
School,  18 ."  The  number  who  might  be  selected  as  "honor  grad- 
uates" was  increased  to  five  in  1893. 

In  October,  1891,  a  revised  code  of  regulations  and  program  of 
instruction  for  the  school  was  published  in  orders  from  the  head- 
quarters of  the  Army.  This  revision  made  no  changes  of  importance. 

In  his  annual  report  for  1896,  Col.  E.  F.  Townsend,  12  Infantry 
(afterwards  Brig.  Gen.)  the  Commandant,  made  the  following  recom- 
mendation : 

"After  mature  deliberation  it  has  been  determined  to  submit  for  ap- 
proval a  revision  of  the  regulations  by  which  it  will  appear  that  some 
important  changes  are  recommended,  chief  among  which  is  the  proposed 
plan  of  doing  away  with  the  Department  of  Infantry,  the  Department  of 
Cavalry  and  the  Department  of  Artillery,  and  consolidating  these  with  the 
Department  of  Military  Art.  If  approved  and  authorized  the  school  will 
then  be  divided  into  five  departments  instead  of  seven  as  now  constituted, 
and  they  will  be  known  as  the  Departments  of  Tactics,  Strategy,  Engineer- 
ing, Law,  and  Hygiene." 

His  recommendation  was  approved  and  a  revised  set  of  regu- 
lations and  program  of  instruction  was  published  in  orders  from  the 
War  Department  in  1897.  Under  these  orders  the  senior  officer 
on  duty  with  the  school  was  made  the  assistant  commandant. 

Commenting  on  this  new  provision  the  Commandant  in  his  re- 
port of  1898  says : 

"The  post  commander  as  commandant  of  the  school  is  very  busy  with 
his  post  duties,  while  the  assistant  commandant  can  devote  his  whole  time 
to  supervising  the  recitations  and  practical  work.  This  new  office  I  con- 
sider a  good  one  and  of  great  assistance  to  the  commandant." 

The  War  with  Spain  necessitated  suspension  of  work  in  the 
school  and  all  officers  on  duty  thereat  were  ordered  to  join  their 
respective  regiments  in  the  field,  excepting  only  such  as  were  neces- 
sary to  care  for  the  public  interests  at  the  post  of  Ft.  Leavenworth 
and  the  school.  This  closed  the  first  period  of  the  Service  School  at 
Leavenworth,  which  period  might  very  aptly  be  termed  its  primary 
period. 


THE  ARMY  SERVICE  SCHOOLS.  209 

The  war  with  Spain  not  only  closed  this  school  but  caused  a 
practical  suspension  of  all  theoretical  instruction  of  a  systematic  char- 
acter in  the  Army. 

As  a  result  of  this  war  the  Army  was  largely  increased  both  in 
officers  and  men.  Nearly  1,000  of  the  new  officers  came  from  the 
volunteers.  Most  of  them  had  had  but  very  little  systematic  study 
of  the  science  of  war.  Their  knowledge  of  military  matters  was 
limited  in  most  cases  to  that  gained  while  serving  with  troops  during 
the  short  period  in  which  the  volunteers  were  in  the  service  of  the 
Government.  With  a  view  to  meeting  this  situation,  Honorable  Elihu 
Root,  Secretary  of  War,  decided  to  reopen  the  Infantry  and  Cavalry 
School  and  to  greatly  enlarge  its  sphere  of  usefulness.  In  his  annual 
report  for  1901  under  the  head  of  "Military  Instruction"  the  Secre- 
tary said: 

"Existing  conditions  make  this  subject  one  of  primary  importance  at 
the  present  time.  ...  In  the  reorganization  of  the  enlarged  army 
about  1,000  new  officers  have  been  added  from  the  volunteer  force,  so  that 
more  than  one-third  of  all  the  officers  of  the  army  have  been  without  any 
opportunity  whatever  for  systematic  study  of  the  science  of  war.  On  the 
other  hand,  the  rapid  advance  of  military  science;  changes  of  tactics  re- 
quired by  the  changes  in  weapons;  our  own  experience  in  the  difficulty  of 
working  out  problems  of  transportation,  supply  and  hygiene;  the  wide 
range  of  responsibilities  which  we  have  seen  devolving  upon  officers  charged 
with  the  civil  government  of  occupied  territory;  the  delicate  relations  which 
constantly  arise  between  military  and  civil  authority;  the  manifest  neces- 
sity that  the  soldier,  above  all  others,  should  be  familiar  with  the  history 
and  imbued  with  the  spirit  of  our  institutions — all  indicate  the  great  im- 
portance of  thorough  and  broad  education  for  military  officers. 

"It  is  a  common  observation,  and  a  true  one,  that  practical  qualities 
in  a  soldier  are  more  important  than  a  knowledge  of  theory.  But  this 
truth  has  often  been  made  the  excuse  for  indolence  and  indifference,  which, 
except  in  rare  and  gifted  individuals,  destroys  practical  efficiency.  It  is 
also  true  that  other  things  being  equal,  the  officer  who  keeps  his  mind  alert 
by  intellectual  exercises,  and  who  systematically  studies  the  reasons  of  ac- 
tion and  materials  and  conditions  and  difficulties  with  which  he  may  have 
to  deal,  will  be  the  stronger  practical  man  and  the  better  soldier. 

"I  cannot  speak  too  highly  of  the  work  done  in  our  service  schools  for 
a  number  of  years  before  the  war  with  Spain.  It  was  intelligent,  devoted 
and  effective,  and  produced  a  high  standard  of  individual  excellence,  which 
has  been  demonstrated  by  many  officers  in  the  active  service  of  the  past 
four  years.  There  was,  however,  no  general  system  of  education.  The 
number  of  officers  who  could  avail  themselves  of  the  very  limited  accom- 
modations afforded  was  comparatively  small.  The  great  body  of  officers 
were  confined  to  the  advantages  offered  by  the  post  schools,  called  'lyceums,' 
which  were,  in  general,  unsatisfactory  and  futile.  There  was  no  effective 
method  by  which  the  individual  excellence  demonstrated  could  be  effectively 
recognized,  or  the  results  attained  be  utilized." 

As  a  result  of  careful  investigation  and  consideration  of  the 
subject  of  military  education  a  general  scheme,  or  plan,  was  em- 
bodied in  orders  from  the  War  Department  in  1901.  Under  the  pro- 
visions of  this  order  the  Infantry  and  Cavalry  School  at  Ft.  Leaven- 
worth,  Kansas,  was  directed  to  be  enlarged  and  developed  into  a 

14 


210  MILITARY  EDUCATION   IN  THE  UNITED  STATES. 

General  Service  and  Staff  College.  It  was  hereafter  to  be  a  school 
of  instruction  for  all  arms  of  the  service,  "to  which  shall  be  sent  of- 
ficers who  have  been  recommended  for  proficiency  attained  in  the 
officers'  schools  conducted  in  the  various  posts."  Under  the  provi- 
sions of  this  order  the  school  was  hereafter  to  be  more  of  a  post  grad- 
uate school  than  an  institution  for  imparting  knowledge  of  elementary 
nature.  This  really  marked  a  revolution  in  the  whole  general  plan 
and  scheme  of  military  education  within  the  Army. 

Under  this  new  order  the  College  was  directed  to  be  opened 
September  1,  1902,  and  the  instruction  was  limited  to  a  period  of  one 
year.  It  also  provided  for  a  permanent  garrison  for  the  General 
Service  and  Staff  College  (successor  to  the  Infantry  and  Cavalry 
School)  of  four  companies  of  Engineers,  four  troops  of  Cavalry, 
three  batteries  of  Field  Artillery,  twelve  companies  of  Infantry,  a 
band,  Signal  Corps  detachment,  Hospital  Corps  detachment,  post  non- 
commissioned staff,  and  such  field  officers  and  instructors  and  stu- 
dent officers,  in  addition  to  those  belonging  to  the  organizations  serv- 
ing at  the  post,  as  might  be  ordered  from  time  to  time.  At  this  time 
the  school  was  also  opened  to  officers  of  the  National  Guard  of  the 
several  states,  to  former  officers  of  volunteers,  and  to  graduates  of 
civil  institutions  of  learning  having  officers  of  the  Army  as  profes- 
sors of  military  science  and  tactics. 

The  college  staff  was  directed  by  the  War  Department  to  recom- 
mend upon  the  conclusion  of  the  annual  examination,  such  student 
officers  as  had  especially  distinguished  themselves,  for  further  in- 
struction in  the  Army  War  College  at  Washington. 

The  General  Service  and  Staff  College  was  opened  in  September, 
1902,  as  directed.  The  class  entering  numbered  twenty-nine  officers 
of  cavalry  and  sixty-five  officers  of  infantry. 

To  meet  needed  changes  in  the  organization  of  the  college  a 
reorganization  was  directed  in  1904  in  orders  from  the  War  Depart- 
ment. These  orders  provided  for  three  separate  schools  to  be  known 
as  "The  Infantry  and  Cavalry  School,"  "The  Signal  School,"  and 
"The  Staff  College." 

General  Bell,  the  Commandant,  in  his  annual  report  for  1904 
says  that  considerable  investigation  and  discussion  preceded  this  re- 
organization. The  following  comments  by  this  officer  are  of  inter- 
est as  they  include  considerable  of  the  history  of  the  school,  with 
particular  reference  to  the  part  played  in  its  development  by  Col. 
Arthur  L.  Wagner: 


THE  ARMY  SERVICE  SCHOOLS.  211 

"Prior  to  assuming  charge  of  the  General  Service  and  Staff  College  as 
commandant,  the  undersigned  was  ordered  to  Washington  for  consultation. 
He  was  directed  to  study  the  conditions  then  existing  at  the  college  and 
to  make  a  report  upon  its  requirements  in  bringing  about  the  enlargement 
and  development  enjoined  and  contemplated  in  General  Orders  No.  155, 
Headquarters  of  the  Army,  1901. 

"While  en  route  to  the  college,  an  interview  was  had  with  Colonel  A. 
L.  Wagner,  General  Staff,  who  had  rendered  much  valuable  service  in  the 
development  of  the  old  Infantry  and  Cavalry  School  and  was  thoroughly 
familiar  with  its  course  and  system  of  instruction.  Enlarging  and  develop- 
ing this  school  into  a  general  service  and  staff  college  was  fully  discussed 
at  this  interview. 

"A  return  to  the  old  two-year  course  had  been  recommended  to  the 
War  Department,  but  it  was  suggested  that,  instead  of  having  a  class 
matriculate  and  graduate  every  two  years,  one  should  matriculate  and  one 
graduate  each  year,  thereby  having  always  at  the  institution  two  classes 
under  instruction,  a  first  and  a  second  class.  This  suggestion  was  con- 
curred in  by  the  College  Staff,  but  some  objection  was  made  to  the  plan 
because  the  additional  number  of  instructors  and  student  officers  required 
would  too  greatly  increase  the  number  of  officers  then  on  detached  service 
from  infantry  and  cavalry  regiments.  Colonel  Wagner  afterwards  pre- 
pared a  substitute  plan  (devised  to  accomplish  this  same  and  other  pur- 
poses) and  incorporated  it  in  a  memorandum  for  the  commandant. 
***** 

"These  ideas  were  subsequently  adopted  in  G.  O.  115,  War  Department, 
current  series.  During  the  preparation  of  this  order,  Colonel  Wagner  was 
ordered  to  visit  Fort  Leavenworth  for  the  purpose  of  discussing  with  the 
college  staff  the  contents  of  said  order,  and  returned  to  Washington  taking 
with  him  the  results  of  the  investigation  and  discussion  here  had. 
***** 

"It  had  been  recognized  that  the  words  'general  service'  in  the  name 
of  the  college  were  misnomers,  for  it  was  not  a  general  service  school  but 
in  reality  a  school  for  infantry  and  cavalry  officers  only,  as  other  branches 
of  the  army  had  their  own  special  service  schools.  Prior  to  the  prepara- 
tion of  the  final  draft  of  G.  O.  115,  considerable  discussion  took  place  as  to 
an  appropriate  name  for  the  school.  It  was  finally  decided  in  order  to 
round  out  and  complete,  in  a  systematic  and  uniform  manner,  the  series 
of  service  schools  for  all  arms  of  the  service,  to  divide  the  General  Service 
and  Staff  College  into  two  schools,  an  'Infantry  and  Cavalry  School,'  as 
formerly,  and  a  'Staff  College,'  and  to  establish  a  'Signal  School,'  all  three 
to  be  situated  at  Fort  Leavenworth,  to  be  coordinated  under  the  control 
of  the  commandant,  with  one  secretary,  and  one  staff,  so  far  as  practicable. 

"Sufficient  time  has  not  been  had  since  the  order  was  published,  to 
organize  and  provide  facilities  for  the  accommodation  of  the  Signal  School 
and  its  personnel.  At  the  date  of  this  report  (September  15)  this  school 
has  consequently  not  been  established." 

Under  the  provisions  of  General  Orders  No.  40,  War  Department, 
1905,  the  name  of  the  school  was  again  changed  to  "The  United 
States  Infantry  and  Cavalry  School"  and  a  revised  program  of  in- 
struction was  announced.  This  order  changed  the  method  of  select- 
ing the  officers  for  the  school  course  by  requiring  all  officers  so  se- 
lected to  have  not  less  than  four  years'  service  in  the  Army  with 
grade  not  above  that  of  captain,  as  follows :  One  from  each  regi- 

§ent  of  infantry  and  cavalry  serving  within  the  continental  limits  of 
ie  United  States,  not  to  include4  regiments  serving  in  Alaska,  but 
Iditional  officers  should  be  detailed  from  regiments  of  the  same 
•m  of  the  service  at  home  stations,  which  had  recently  returned  from 
service  outside  the  continental  limits.  In  a  similar  manner  the  chief 


212  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

of  engineers  was  directed  to  recommend  annually  two,  and  the  chief 
of  artillery  not  less  than  three  nor  more  than  five  officers  with  the 
same  limitations  as  to  rank  and  length  of  service.  Officers  of  the 
National  Guard  were  also  admitted  under  the  provisions  of  this  order. 
The  following  extract  from  the  report  of  the  commandant  for 
1906,  is  expressive  of  the  coordination  which  these  schools  were  rapidly 
acquiring : 

"The  three  schools  at  Port  Leavenworth  are  coordinated  and  inseparable 
parts  of  one  system.  They  afford  to  the  body  of  student  officers  an  ad- 
mirable opportunity  to  differentiate  themselves  and  determine  relative 
merit  in  a  fair  and  equitable  competition.  This  is  the  way  in  which  an 
opportunity  can  be  given  them  for  achieving  distinction,  and  the  results 
afford  the  War  Department  the  best  obtainable  means  of  judging  the  com- 
parative merit  and  usefulness." 

In  1907,  the  name  of  the  school  was  changed  to  "The  Army 
School  of  the  Line."  The  method  of  selecting  the  student  officers 
was  again  changed  so  that  only  officers  of  a  grade  no  lower  than  cap- 
tain with  not  less  than  five  years'  service  were  eligible  for  selection. 
The  Chief  Signal  Officer  was  authorized  to  recommend  one  officer 
from  his  corps  for  the  course  at  this  school.  The  artillery  arm  of 
the  service,  having  been  divided  into  field  and  coast  artillery,  the 
new  order  provided  that  no  more  than  five  officers  of  the  former  were 
to  be  chosen  for  the  course  of  instruction.  The  order  also  published 
a  revised  program  of  instruction.  Several  changes  in  the  rules  and 
regulations  for  the  government  of  the  schools  and  in  the  curricula 
have  since  been  made.  At  the  present  time  the  organization  of  these 
schools  and  the  course  of  study  prescribed  are  as  given  in  this  chapter. 

The  Signal  School  was  created  by  General  Orders  No.  115,  1904, 
(Jan.  27),  but  was  not  organized  until  August  25th  of  the  following 
year  owing  to  a  lack  of  facilities  and  the  necessary  accommodations. 
In  1907  this  school  was  officially  designated  as  "The  Army  Signal 
School." 

The  Army  Staff  College  was  established  pursuant  to  this  same 
general  order  (No.  115,  1904).  Its  object  is  to  instruct  selected 
officers  in  the  duty  of  the  general  staff  of  the  Army,  to  improve  their 
qualifications  as  instructors,  and  to  prepare  them  for  duty  in  the 
Army  War  College.  This  school  also  delves  into  research  work  and 
investigations  of  military  inventions. 


THE  ARMY  SERVICE  SCHOOLS.  213 

ORGANIZATION  AND  ADMINISTRATION  OF  THE  ARMY 
SERVICE  SCHOOLS. 

THE  COMMANDANT. 

There  is  named  by  the  Secretary  of  War  as  commandant  of  the 
Army  Service  Schools  an  officer  of  the  Army  of  grade  not  lower  than 
brigadier  general,  who  is  specially  selected  for  this  duty. 

THE    ASSISTANT    COMMANDANT. 

The  senior  line  officer  of  the  staff  of  the  schools  is  the  assistant 
commandant.  He  is  charged  with  the  immediate  administration  of 
the  schools. 

THE  SECRETARY. 

The  secretary  is  an  officer  not  below  the  grade  of  captain.  He 
has  the  custody  of  the  records  of  the  schools,  disburses  the  money 
allotted  by  the  War  Department  for  their  support  and  is  responsible 
for  the  property.  He  is  assisted  by  such  officers,  enlisted  men  and 
civilians  as  are  deemed  necessary  by  the  commandant. 

THE  ARMY  SCHOOL  OF  THE  LINE. 

The  Army  School  of  the  Line  is  the  basic  school.  Its  object 
is  the  instruction  of  specially  selected  officers  from  the  line  of  the 
Army  in  the  proper  methods  employed  in  the  leading  and  care  of 
troops  in  time  of  war,  and  their  training  in  time  of  peace. 

The  Assistant  Commandant  of  The  Army  Service  Schools  is 
the  director  of  this  school. 

STUDENT    OFFICERS. 

Selections  of  student  officers  for  the  School  of  the  Line  are 
made  as  follows: 

(a)  One  officer  of  grade  not  lower  than  that  of  captain  and 
of  not  less  than  five  years'  commissioned  service  from  each  regiment 
of  cavalry,  field  artillery,  and  infantry  serving  within  the  limits  of 
North  America,  and  the  Hawaiian  Islands,  and  such  other  officers 
as  are  hereinafter  specified.  Officers  are  not  detailed  from  regiments 
serving  or  about  to  serve  in  the  Philippine  Islands,  but  in  lieu  thereof 
additional  officers  may  be  detailed  from  regiments  of  the  same  arm 
which  have  most  recently  returned  or  are  about  to  return  from 
Philippine  service  to  home  stations;  but  not  more  than  five  officers 
are  detailed  from  the  field  artillery  for  any  one  class. 


214  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

(b)  The  commanding  officer  of  each  regiment  of  cavalry,  field 
artillery,  and  infantry  serving  within  the  limits  of   North  America 
and  the  Hawaiian  Islands  submits  directly  to  The  Adjutant  General 
of  the  Army,  not  later  than  January  1  of  each  year,  the  names  of 
two  officers  (one  as  principal  and  the  other  as  alternate)  recommended 
for  instruction  at  the  school.     From  the  officers  thus  recommended 
selections  are  made  by  the  Secretary  of  War. 

In  making  recommendations  of  officers  for  detail  as  students  at 
The  Army  School  of  the  Line,  regimental  commanders  comply  with 
the  provisions  of  the  following  requirements: 

That  an  officer  who  is  on  detached  service  and  will  have  been  absent 
from  his  regiment  for  more  than  two  years  at  the  time  of  the  beginning 
of  the  annual  session  of  the  school  (September  1)  is  not  considered  avail- 
able for  detail  by  the  War  Department  and  will  not  be  designated. 

That  an  officer  who  has  heretofore  been  graduated  at  The  Infantry  and 
Cavalry  School  will  not  be  designated. 

That  regimental  commanders  will  ascertain  before  designation  whether 
the  detail  is  desired,  and  that  no  officer  will  be  designated  who  does  not 
desire  the  detail. 

That  where  no  qualified  officer  in  the  regiment  desires  the  detail,  that 
fact  will  be  reported  and  none  designated. 

That  no  officer  will  be  designated  until  he  first  shall  have  passed  a 
physical  examination  at  his  post  and  been  found  by  the  medical  officer 
or  officers  to  be  in  good  health,  and  that  no  officer  suffering  from  any  disease 
of  the  eye  will  be  designated. 

The  certificate  of  a  medical  officer  as  to  the  designated  officer's  physical 
condition  will  in  all  cases  accompany  the  regimental  commander's  recom- 
mendations. 

(c)  In  a  similar  manner  the  Chief  Signal  Officer  of  the  Army 
may  annually  recommend  one  permanent  officer  of  his  corps  and  the 
Chief  of  Coast  Artillery  may  recommend  annually  three  officers  of  the 
Coast  Artillery  Corps,  with  the  same  limitations  as  to  grade  and  length 
of  service. 

In  addition  to  the  above,  the  following  extracts  from  correspond- 
ence of  the  War  Department  with  regimental  commanders  show 
clearly  the  material  to  be  considered  in  naming  student  officers.  The 
"Infantry  and  Cavalry  School"  mentioned  in  this  correspondence  has 
been  succeeded  by  "The  School  of  the  Line" : 

"The  school  shall  be  officially  known  as  the  Infantry  and  Cavalry 
School.  Its  object  is  to  instruct  selected  officers  of  the  infantry  and  cavalry 
in  the  duties  of  those  arms  in  war,  and  in  the  general  military  knowledge 
needed  for  the  proper  exercise  of  the  higher  grades  of  command. 

"The  students  shall  be  selected  from  among  those  who  have  the  most 
creditable  record  in  the  garrison  schools,  but  no  officer  will  be  selected  on 
his  record  as  a  student  alone.  He  must  also  be  conspicuous  for  attention 
to  and  proficiency  in  his  other  military  duties. 

"With  a  view  to  making  proper  selections,  infantry  and  cavalry  offi- 
cers who  exhibit  the  most  aptitude  and  attain  the  highest  proficiency  in 
the  course  of  instruction  at  the  garrison  schools  will  be  reported  by  post 
commanders  to  their  respective  regimental  commanders,  with  a  view  to 
their  detail  at  the  Infantry  and  Cavalry  School  for  further  instruction. 
*****  prom  tne  officers  thus  recommended  the  selection  shall  be 
made  by  the  Chief  of  Staff,  and  the  detail  shall  be  announced  in  orders  from 


THE  ARMY  SERVICE  SCHOOLS.  215 

the  War  Department.  Regimental  commanders  are  enjoined  to  exercise 
the  greatest  care  in  the  selection  of  the  officers  recommended  by  them,  and 
to  bear  in  mind  that  the  Infantry  and  Cavalry  School  is  maintained  for  the 
purpose  of  giving  further  educational  advancement  to  the  most  promising 
officers. 

"The  object  of  the  school  is  the  instruction  of  specially  selected  offi- 
cers in  the  higher  branches  of  military  art  and  science  not  embraced  in 
the  garrison  school  course;  to  improve  its  students  as  to  their  qualifications 
as  instructors;  to  offer  them  exceptional  advantages  for  professional  im- 
provement and  opportunity  for  distinction. 

"The  question  as  to  whether  an  officer  is  a  graduate  of  West  Point 
or  the  contrary  should  be  given  no  consideration  whatever  in  making  se- 
lections for  this  detail.  A  non-graduate  of  West  Point  should  not  be  de- 
prived of  the  opportunity  to  graduate  from  the  School  of  the  Line  provided 
he  has  the  mental  qualifications  necessary  to  cause  his  instruction  there  to 
benefit  the  service  and  has  shown  himself  worthy  of  the  detail  by  having 
been  conspicuous  for  attention  to  duty  and  efficiency  thereon.  On  no  other 
ground  can  a  West  Pointer  or  anyone  else  lay  claim  to  the  detail.  The 
officers  who  are  not  graduates  of  West  Point  might  be  detailed  with  ad- 
vantage to  the  service,  but  training  of  'comparatively  uninstructed  officers' 
constitutes  no  part  whatever  of  the  proper  function  of  the  School  of  the  Line. 
Garrison  schools  have  been  instituted  for  this  express  purpose  and  the  ac- 
complishment of  the  objects  sought  in  the  School  of  the  Line  is  entirely 
inconsistent  with  the  pursuit  of  any  such  purpose  therein. 

"A  regimental  commander  must  unavoidably  be  the  judge  of  his  own 
officers;  no  way  is  known  by  which  he  can  avoid  the  responsibility  of  se- 
lection; in  case  of  doubt  as  to  the  ability  and  qualifications  of  several  candi- 
dates for  the  detail,  who  are  considered  about  equally  worthy,  a  regimental 
commander  can  generally  make  a  safe  decision  by  giving  it,  (1st)  to  the 
one  with  longest  service  and  (2d)  to  the  one  with  least  detached  service. 

"As  indicated  above,  the  question  of  whether  an  officer  is  a  graduate 
or  non-graduate  of  West  Point  should  be  given  no  consideration  whatever. 
Rank,  service  and  individual  qualification  should  govern.  The  War  De- 
partment cannot  stamp  with  special  approval  any  particular  rule  laid  down 
by  a  regimental  commander  for  his  own  guidance,  but  it  should  be  clearly 
and  distinctly  understood  by  all: 

(1).  That  the  function  of  service  schools  is  to  promote  especially  the 
best  interests  of  the  service,  not  those  of  individuals,  except  as  these  are 
incidentally  promoted  in  promoting  those  of  the  government; 

(2).  That  they  are  not  maintained  to  remedy  deficient  military  edu- 
cational opportunities  in  the  past  or  to  train  that  class  of  officers  which 
is  thought  to  most  need  training; 

( 3 ) .    That  garrison  schools  have  been  established  for  these  purposes ;  and 

(4).  That  although  affording  equal  opportunity  to  all  officers  may  be 
very  desirable,  it  may  be  impossible  to  do  so  in  this  connection  and  at  the 
same  time  adhere  to  the  purpose  for  which  service  schools  for  the  mobile 
army  were  established,  namely  to  promote  the  best  interests  of  the  service 
by  affording  to  the  most  promising  officers  therein  opportunity  for  instruc- 
tion in  the  higher  duties  of  their  profession. 

"That  it  would  be  more  equitable  to  afford  equal  opportunity  to  all 
officers  of  equal  worth  and  ability  may  be  acknowledged,  but  under  present 
conditions  this  may  not  be  possible,  and  until  conditions  so  change  as  to 
make  it  practicable,  selection  must  be  made  by  regimental  commanders  in 
accordance  with  principles  laid  down  for  their  guidance  by  proper 
authority.  ****** 

The  officers  finally  selected  to  attend  The  Army  School  of  the 
Line  are  announced  in  orders  from  the  War  Department. 


216  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

RULES    GOVERNING   ATTENDANCE    AND    EXAMINATION    OF    MILITIA    OFFI- 
CERS   FOR    ADMISSION. 

The  following  regulations  governing  the  attendance  of  militia 
officers  as  students  at  The  Army  School  of  the  Line,*  are  announced 
at  the  direction  of  the  President. 

1.  A  militia  officer  in  order  to  be  eligible  -for  the  course  of  instruction 
at  the  school  must  be  not  less  than  21  nor  more  than  35  years  of  age  and 
not  above  the  grade  of  colonel.     He  must  be  of  sound  health,  of  good  moral 
character,  and  a  citizen  of  the  United  States.     He  must  have  been  a  member 
of  the   Organized   Militia   at   least   three   years   and   must   have   such   pre- 
liminary educational  qualifications  as  will  enable  him  to  participate  profit- 
ably in  the  course  of  instruction.    No  married  militia  officer  will  be  admitted 
to  the  school  without  the  special  authority  of  the  Secretary  of  War. 

2.  Militia  officers  desiring  to  attend  the  school  must  be  'nominated  to 
the  Secretary  of  War  by  the  governors  of  their  respective  States  or  Ter- 
ritories or  by  the  commanding  general  of  the  Militia  of  the   District  of 
Columbia  not  later  than  January   1   of  each  year,   and   in   each   case   the 
nomination   must  be   accompanied  by  an   affidavit  of  the  nominee  stating 
whether  he  is  married  or  single,  his  age,  citizenship,  and  length  of  service 
in  the  Organized  Militia,  and  agreeing,  in  case  the  course  is  once  entered 
upon,  to  attend  and  pursue  the  course  of  study  at  the  school  and  be  bound 
by  and   conform  to  the  rules   and   discipline   imposed   by   its   regulations; 
a  certificate  of  a  medical  officer  of  the  Organized  Militia,  or  of  any  other 
physician  in  good  standing,  showing  the  physical  condition  of  the  nominee; 
and   a  certificate  from   the  commanding  officer   of  his   regiment  or   other 
satisfactory  person  as  to  his  good  moral  character  and  preliminary  educa- 
tional qualifications. 

3.  Militia  officers  who  have  complied  with  the  foregoing  regulations 
and  who  may  be  selected  by  the  Secretary  of  War  as  candidates  will  be 
authorized  to  report  at  posts  nearest  their  homes  on  the  second  Tuesday 
in  July  for  preliminary  examination.     The  physical  examination  will  first 
be  conducted.     If  a  candidate  be  found  physically  deficient,  a  report  in  the 
case  will  be  made  at  once  to  The  Adjutant  General  of  the  Army  by  telegraph, 
and  no  further  examination  will  be   conducted   without  special   authority 
from  the  Secretary  of  War. 

4.  If  the  physical  examination  be  satisfactory,  the  candidate  will  then 
be  examined  in  the  following  general  educational  subjects: 

(a)  Writing. 

(b)  Orthography. 

(c)  Grammar. 

(d)  Arithmetic    (Wentworth's  or  its  equivalent). 

(e)  Geography   (with  special  reference  to  the  United  States). 

(f)  History  of  the  United  States   (Barnes'  or  its  equivalent). 

(g)  Algebra,  to  quadratic  equations    (Wentworth's  or  its  equiva- 

lent). 

(h)     Plane  geometry  (Wentworth's  or  its  equivalent), 
(i)      Plane  trigonometry  (Wentworth's  or  its  equivalent). 
In  lieu  of  this  examination  a  graduating  diploma  from  a  high  school 
or  other  educational  institution  of  recognized  standing  whose  curriculum 
embraces  the  subjects  in  question  will  be  accepted. 

5.  The   candidate   will   then    be   examined    in    the    following   military 
subjects,  the  textbooks  being  indicated: 

(a)  Administration:     Army  Regulations.     *     *     * 

(b)  Manual  of  Guard  Duty. 

(c)  Drill  Regulations  (of  the  arm). 

(d)  Small-Arms  Firing  Manual. 

(e)  Field  Service  Regulations. 

(f)  Military  Law: 

Military  Law,  Davis. 
Manual  for  Courts  Martial. 

*Sec.  16  of  Act  of  Congress  approved  Jan.  21,  1903. 


THE  ARMY  SERVICE  SCHOOLS.  217 

(g)     International  law: 

International   Law,   Davis    (omitting  Chapters   V,  VI,   VII, 
VIII  XI,  XV,  and  appendices), 
(h)     Hippology: 

Horses,  Saddles,  and  Bridles,  Carter  (1906). 
(i)      Military  hygiene: 

The   Elements   of  Military   Hygiene,   Ashburn. 

In  lieu  of  examinations  in  any  of  the  foregoing  subjects  certificates  of 
proficiency  from  garrison  schools  in  such  subjects  will  be  accepted. 

6.  The  examination  will  be  written,  will  take  place  in  the  presence  of 
a  designated   officer,   and   the   questions   will   be   prepared   by   the   staff  of 
the  Army  Service  Schools.    At  the  close  of  the  examination  candidates  will 
return  to  their  homes.     The  examination  papers  will  be  forwarded  to  the 
commandant,  who,  after  having  them  marked  by  a  board  consisting  of  three 
officers,  will  report  to  The  Adjutant  General  of  the  Army  the  names  of  those 
who  have  passed  successfully.    Prom  the  names  thus  submitted  the  selec- 
tion of  militia  student  officers  will  be  made  by  the  Secretary  of  War.     The 
examination  papers  in  each  case  will  be  filed  with  the  records  of  the  Army 
Service  Schools. 

7.  The  expense  to  the  Government  on  account  of  militia  officers  at- 
tending the  school  is  limited  strictly  to  travel  allowances,  commutation  of 
quarters,  heat,  light  and  subsistence.    The  travel  allowances  consist  of  the 
mileage  or  transportation  allowed  by  law.     Commutation  of  quarters  will 
be  the  same  as  provided  by  law  for  officers  of  corresponding  grades  in  the 
Army.     Militia   officers   cannot   be   furnished   with   quarters   in   kind.     The 
allowances  for  subsistence  will  be  at  the  rate  of  $1  per  day.    Militia  officers 
are  entitled  to  commutation  of  quarters  and  subsistence  only  while  they 
are  actually  in  attendance  at  the  school  and  pursuing  a  course  of  study. 
They  are  not  entitled  to  any  allowances  while  absent  on  either  ordinary  or 
sick  leave. 

8.  The   method   of   granting   sick   and   ordinary   leaves   of   absence   to 
militia  officers  will  be  the  same  as  that  prescribed  in  Army  Regulations, 
for  officers  of  the  regular  establishment.     Sick  leaves  will   be  limited   to 
30  days  and  ordinary  leaves  to  10  days  within  any  one  school  term  for 
militia  officers. 

9.  Each  militia  officer  must  provide  himself,  at  his  own  expense,  with 
the  proper  uniforms  of  his  State,  Territory,  or  District  and  with  the  re- 
quired textbooks.     The  course  will  require  the  entire  time  of  the  student, 
so  that  no  outside  occupation  during  the  school  term  will  be  practicable. 

10.  The   course   of   instruction   for   militia   officers   will   be   the   same 
as  that  for  officers  of  the  Army,  and  they  will,  upon  graduation,  be  classi- 
fied in  the  same  manner.     They  will  receive  certificates  of  proficiency  in 
such  subjects  as  have  been  satisfactorily  completed  by  them,  and  will  be 
eligible,  if  their  class  standing  is  sufficiently  high,  for  selection  as  students 
at  The  Army  Signal  School  or  The  Army  Staff  College.     Militia  graduates 
of  The  Army  School  of  the  Line  or  The  Army  Field  Engineer  School,  recom- 
mended for  The  Army  Staff  College  or  The  Army  Signal   School  for  the 
following  year,  will  be  authorized,  by  direction  of  the  Secretary  of  War,  to 
proceed  to  their  homes.    If  subsequently  detailed  by  the  War  Department 
to  take  the  course  for  which  recommended,  they  will  be  authorized  to  pro- 
ceed to  Fort  Leavenworth  at  the  proper  time. 

11.  Militia  officers  will  be  subject  to  the  rules  governing  examinations 
and  proficiency  prescribed  in  paragraphs  15  to  20,  inclusive.     Any  militia 
officer  showing  neglect  of  his  studies  or  a  disregard  of  orders  will,  upon  the 
recommendation  of  the  academic  board,  approved  by  the  commandant,  be 
deprived  of  the  privilege  of  further  attendance  at  the  school. 

12.  When  a  militia  officer  is  graduated  at  the  school  the  fact  of  his 
graduation   will   be  reported   by   the   commandant   to   the   governor   of   his 
State  or   Territory  or   to  the   commanding   general   of   the   militia   of  the 
District  of  Columbia,  who  will  also  be  notified  in  regard  to  the  positions 
in  the  militia  for  which  the  officer  is  considered  qualified. 

13.  The  names  of  militia  graduates  will  also  be  reported  to  The  Ad- 
jutant General  of  the  Army,  and  will  be  entered  in  the  register  in  the  Ad- 
jutant General's  Office,  in  accordance  with  section  23  of  the  act  of  Congress 
approved  January  21,  1903,  as  being  well,  or  especially  well,  qualified  for 


218  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

such  commands  or  duty  as  may  be  recommended  by  the  academic  board, 
approved  by  the  commandant. 

COURSE  OF  STUDY. 

14.  The   course   of  study   is   embraced   in   three   departments,   as   fol- 
lows: 

I.  The  department  of  military  art. 

II.  The  department  of  military  engineering. 

III.  The  department  of  military  law. 

I.    Military  Art. 

The  course  comprises  the  following  subjects  or  fields  of  inquiry: 

(a)  Troops  in  campaign. — Organization,  field  orders,  marches,  camps, 
supply,  and  the  care  of  troops  in  the  field.     Instruction  in  sanitation  and 
the  care  of  troops  to  be  given  by  The  Army  Field  Service  and  Correspondence 
School  for  Medical  Officers. 

Instruction  by  conferences,  lectures,  and  practical  problems. 

(b)  Tactics.— Of  the  single  arm  and  of  the  arms  combined. 
Instruction  by  conferences,  lectures,  demonstrations,  and  practical  work 

in  map  problems,  terrain  exercises,  tactical  rides,  and   maneuvers  on  the 
map  and  in  the  field. 

(c)  Weapons  and  munitions  of  war. — Instruction  by  conferences,  lec- 
tures, and  practical  demonstrations  relating  to  modern  military  weapons  and 
munitions  and  their  employment  in  war. 

(d)  Military   history. — Instruction   by  conferences  and  lectures. 

(e)  Hippology    and    equitation. — Instruction    by    lectures,    discussions, 
and  practical  demonstrations. 

Practical  instruction  in  equitation   (not  considered  in  determining  class 
standing). 

(f)  Lectures  and  discussions  an  questions  of  current  military  interest 
(not  considered  in  determining  class  standing). 

(g)  Conduct  of  war. — Instruction  by  conferences  and  practical  prob- 
lems. 


II.    Military  Engineering. 

Instruction  in  military  engineering  is  given  by  The  Army  Field  Engi- 
neer School.  The  course  comprises  theoretical  and  practical  work  in  the 
following  subjects: 

(a)  Military   topography,   map   reading. — The   principles   and   practice 
involved  in  the  use  of  all  classes  of  maps  for  military  purposes. 

Instruction  by  conferences  and  practical  examinations,  and  by  studies 
of  terrain,  assisted  by  the  staff  class. 

(b)  Military   topography,   surveying.— The  principles  and  practice  in- 
volved in  the  making  of  topographical  surveys,  with  special   reference  to 
subsequent  instruction  in  sketching. 

Instruction  by  conferences,  field  practice  under  the  staff  class  as  in- 
structors, and  field  problems. 

(c)  Military   topography,   sketching. — The  principles   and   practice   in- 
volved in  the  rapid  making  of  individual  road,  outpost,  position,  and  place 
sketches,   and   their   combination   and   reproduction. 

Instruction  by  lectures,  conferences,  field  practice  under  the  staff  class 
as  instructors,  and  field  problems. 

(d)  Field  engineering. — The  making  and  handling  of  engineering  de- 
vices to  facilitate  or  hinder  the  operations  of  troops  in  the  field. 

Instruction    by    conferences,    lectures,    and    demonstrations. 

(e)  Field  fortification.— The  theory  and  application  of  the  principles 
of  field  fortification  with  special  reference  to  its  relation  to  tactics. 

Instruction  by  conferences,  lectures,  and  the  solution  and  discussion  of 
field  and  map  problems  involving  the  location  and  preparation  of  defensive 
positions. 


THE  ARMY  SERVICE  SCHOOLS.  219 

III.     Military  Law. 

The  course  comprises  the  following  subjects.     Instruction  is  given  by 
conferences,  lectures,  and  study  of  cases: 

(a)  Elements  of  law. — Law  in  general  and  the  relation  of  military 
and  martial  law  thereto. 

(b)  Criminal  law. — With  special  reference  to  military  tribunals. 

(c)  Law  of  evidence. — With  special  reference  to  military  tribunals. 

(d)  Practical   exercises. — Applying  the   principles  of  law  to  the  pro- 
lure  of  military  tribunals  and  to  military  administration  generally. 


EXAMINATIONS. 

15.  Proficiency   and   class   standing   of   student   officers   will   be   deter- 
mined only  by  thorough  examination  in  theoretical  work  and  tests  in  prac- 
tical   work.     To    be    declared    proficient    in    any    subject   of    the    course    of 
study,  a  student  officer  must  obtain  not  less  than   75   per  centum  of  the 
maximum  value   assigned   to  that  subject.     If  the   subject  is   divided   into 
theoretical  and  practical  parts,  he  must  obtain  not  less  than  75  per  centum 

each,  and  if  the  practical  part  consists  of  two  or  more  distinct  classes 
)f  work,  he  must  obtain  not  less  than  75  per  centum  in  each  class. 

16.  The  division  of  a  subject  of  the  course  of  study  into  theoretical 
and  practical  parts,  and  of  the  latter  into   distinct  classes,  will  be  regu- 
lated by  the  academic  board  with  the  approval  of  the  commandant. 

17.  In  the  theoretical  part  of  a  subject  the  final  examination  will  be 
Id  as  soon  as  practicable  after  the  completion  of  that  part.    Any  student 

)fficer  absent  from  such  examination  on  account  of  sickness  or  other  cause 
will  be  examined  as  soon  as  practicable  after  his  return  to  duty,  the  ex- 
tination  being  similar  to,  but  not  identical  with,  the  one  from  which  he 
fas  absent. 

18.  In  the  practical  part  of  a  subject  the  test  will  consist  of  a  series 
)f  exercises  or  problems  sufficient  in  number  and  scope  to  determine  the 
legree  of  proficiency  of  student  officers  in  that  part;    any  student  officer 
lot  completing  such  series  on  account  of  sickness  or  other  causes  will  be 
iveraged  on  the  marks  he  has  received  on  that  portion  of  the  series  com- 
peted by  him,  provided  he  has  completed  not  less  than  50  per  centum  of 

le  work  prescribed  for  the  series,  and  not  otherwise;  and,  provided  further, 
such  practical  part  consists  of  two  or  more  distinct  classes  of  work,  that 
shall  be  averaged  separately  on  each  class  in  which  he  has  completed 
tot  less  than  50  per  centum  of  the  work.  When  a  student  officer,  through 
10  fault  of  his  own,  has  failed  to  complete  50  per  centum  of  any  series  or 
class  of  exercises  or  problems,  and  is  thus  prevented  from  attaining  an  average 
as  prescribed  herein,  such  exercises  or  problems  will  be  given  him  as  the 
academic  board  may  prescribe  for  the  purpose  of  determining  his  profi- 
ciency and  standing. 

19.  A  student  officer  failing  to  obtain  75  per  centum  in  an  examination 
in  the  theoretical  part  of  a  subject  will  be  reexamined  in  that  part  as  soon 
as  practicable,  but  such  reexamination  will  determine  only  the  question  of 
proficiency,  his  order  of  merit  or  standing  in  the  class  being  determined  by 
the  mark  made  at  the  original  examination.     If  he  fails  to  obtain  75  per 
centum  in  the  practical  part  or  any  class  of  the  practical  part  of  a  sub- 
ject, he  will  not  be  entitled  to  a  reexamination  therein,  and  will  be  declared 
deficient. 

20.  If  a  student  officer  is  found  deficient  upon  reexamination  in  the 
theoretical  part  of  a  subject,  or  makes  less  than  75  per  centum  in  any  class 
of  the  practical  part,  he  will  be  reported  as  deficient  to  the  War  Depart- 
ment, with  a  statement  as  to  the  cause  of  failure  as  determined  by  the 
academic  board,  with  a  view  to  his  being  relieved  from  duty  at  the  school: 
Provided,  That  if  the  commandant  and  academic  board  are  satisfied  that  the 
said  officer  has  done  his  utmost  to  master  the  subject,  he  may  (in  order  to 
afford  him  opportunity  to  complete  the  remainder  of  the  course)    be  per- 
mitted to  continue  with  his  class  until  it  is  graduated. 


220  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

Record,  Arrangement  and  Publication. 

21.  For  record  at  the  school  and  at  the  War  Department  the  class, 
upon  graduation,  will  be  arranged  in  order  of  merit  and  graded  as  fol- 
lows: 

(a)  Honor  graduates:     Those  graduates   from  the  head  of  the  class 
down  in  regular  order,  and  not  exceeding  five,  who  receive  the  recommenda- 
tion of  the  academic  board,  approved  by  the  commandant.     They  will  be 
borne  upon  the  Army  Register  as  "honor  graduates"  of  The  Army  School 
of  the  Line. 

(b)  Distinguished   graduates:     Those    (exclusive  of  honor  graduates) 
who  receive  the  recommendation  of  the  academic  board,  approved  by  the 
commandant,  for  detail  to  The  Army  Staff  College. 

(c)  Graduates:     Those  who  have  obtained  at  least  75  per  centum  in  all 
the  examinations  or  reexaminations  and  tests  prescribed  above.     They  will 
be  borne  upon  the  Army  Register  as  "graduates"  of  The  Army  School  of 
the  Line. 

22.  For  publication,  the  honor  graduates  may  be  arranged  according 
to  merit  in  a  separate  list,  but  all  other  graduates  wlil  be  arranged  alpha- 
betically  in   two   lists,   one   of   distinguished   graduates   and   the   other   of 
graduates. 

THE  ARMY  STAFF  COLLEGE. 

This  college  is  known  as  The  Army  Staff  College.  Its  object  is 
to  train  the  selected  graduates  of  The  Army  School  of  the  Line  for 
the  more  important  staff  duties  with  large  commands  in  time  of 
war. 

The  assistant  commandant  of  The  Army  Service  Schools  is  also 
the  director  of  The  Army  Staff  College. 


STUDENT    OFFICERS. 

Selections  of  student  officers  are  made  as  follows: 

(a)  They  are  detailed  annually,  by  the  War  Department,  from 
the  highest  graduates  of  the  latest  class  of  The  Army  School  of  the 
Line  who  receive  the  recommendation  of  the  academic  board,  ap- 
proved by  the  commandant,  and  who  desire  to  take  the  course.     An 
officer  once  detailed  to  The  Army  Staff  College,  and  through  sickness 
or  War  Department  orders  is  prevented  from  completing  the  course, 
may  be  redetailed  as  a  member  of  a  succeeding  class,  upon  the  recom- 
mendation of  the  academic  board,  approved  by  the  commandant. 

(b)  With  the  exceptions  noted  under   (c)   of  this  paragraph, 
no  officer  of  the  Army  is  detailed  for  instruction  in  The  Army  Staff 
College  who  has  not  been  graduated  at  The  Army  School  of  the  Line 
with  a  standing  as  high  as  No.  18,  exclusive  of  militia  officers,  and 
no  militia  officer  is  eligible  for  admission  to  the  college  unless  he  has 
been  graduated  at  The  Army  School  of  the  Line  with  a  percentage 
as  high  as  that  of  the  regular  officer  lowest  in  class  standing  who 
has  qualified  in  accordance  with  the  foregoing.     No  officer  is  detailed 


THE  ARMY  SERVICE  SCHOOLS.  221 

for  instruction  in  The  Army  Staff  College  without  the  recommendation 
of  the  academic  board,  approved  by  the  commandant. 

(c)  In  addition  to  the  students  who  become  eligible  under 
(a)  and  (b)  of  this  paragraph,  there  may  be  detailed  annually  by 
the  War  Department,  upon  the  recommendation  of  the  academic 
board,  approved  by  the  commandant,  not  to  exceed  two  graduates  of 
The  Army  Field  Engineer  School,  who  may  so  desire,  to  receive  in- 
struction in  The  Army  Staff  College.  To  become  eligible  for  such 
detail  graduates  of  The  Army  Field  Engineer  School  must  attain  a 
percentage  in  the  course  in  military  art  as  high  as  the  student  offi- 
cer graduating  No.  18  in  that  course  of  The  Army  School  of  the 
Line. 

COURSE   OF    STUDY. 

The  course  of  study  is  embraced  in  four  departments,  as  fol- 
lows: 

I.     The  department  of  military  art. 

II.  The  department  of  military  engineering. 

III.  The  department  of  military  law. 
IV.     The  department  of  languages. 

I.      MILITARY  ART. 

The  course  comprises  the  following  subjects  or  fields  of  in- 
quiry : 

(a)  Staff  duties. — To  include  duties  of  the  General  Staff,  sup- 
ply, and  administration. 

Instruction  by  lectures  and  conferences  and  practical  problems. 

(b)  Tactics. — Instruction  by  lectures  and  conferences. 

Map  problems  and  terrain  exercises,  tactical  and  staff  rides,  and 
maneuvers  on  the  map  and  ground. 

Practice  in  criticising  and  umpiring  practical  exercises  in  The 
Army  School  of  the  Line  and  The  Army  Field  Engineer  School. 

Practical  demonstrations  of  the  uses  of  all  means  afforded  by  the 
Signal  Corps  for  gaining  information  and  furnishing  lines  of  informa- 
tion in  the  theater  of  operations,  including  balloons,  wireless  and  or- 
dinary telegraph,  telephones,  etc.,  in  conjunction  with  field  exercises. 

(c)  Military  history. — Instruction  by  lectures  and  conferences 
and  if  practicable  by  an  historical  ride. 

(d)  Strategical  and  tactical  cooperation  of  the  Army  and  Navy. 
—Lectures  on  modern  navies  and  naval  warfare,  with  special  refer- 
ence to  cooperation  with  an  army.     These  lectures  are  given,  when 
practicable,  by  an  officer  of  the  United  States  Navy. 


222  MILITARY  EDUCATION   IN  THE  UNITED   STATES. 

(e)  Care  of  troops. — Instruction  in  the  care  of  troops  is  given 
by  The  Army  Field  Service  and  Correspondence  School  for  Medical 
Officers  as  called  for  by  the  schedule  of  The  Army  Staff  College,  ap- 
proved by  the  commandant. 

II.       MILITARY  ENGINEERING. 

Instruction  in  military  engineering  is  given  by  The  Army  Field 
Engineer  School.  The  course  comprises  practical  work  in  the  fol- 
lowing subjects: 

(a)  Military  topography,  sketching. — The  making  of  rapid  in- 
dividual, road,  position,  outpost,  and  place  sketches;  combined  road 
and  position  sketches;  the  organization  and  direction  of   sketching 
and  surveying  parties  covering  large  areas,  and  the  methods  of  com- 
bining the  resulting  sketches;  photographic  and  mechanical  processes 
for  reproduction  of  maps  and  drawings;  assisting  in  the  instruction 
of  The  Army  School  of  the  Line  in  the  practical  work  in  military 
topography. 

Instruction  by  lectures,  demonstrations,  and  field  problems : 

(b)  Fortification. — The  principles  and  application  of  field,  pro- 
visional, and  permanent  fortifications  and  the  attack  and  defense  of 
fortified  places. 

Instruction  by  lectures  and  by  field  and  map  problems  in  the 
location  and  preparation  of  defensive  positions  and  in  fortress  war- 
fare. 

III.       MILITARY  LAW. 

The  course  comprises  the  following  subjects,  instruction  to  be 
given  by  conferences,  lectures,  study  of  cases,  and  original  research : 

Military  government  and  martial  law,  the  laws  of  war,  and  the 
military  in  aid  of  the  civil  authorities. 

IV.       LANGUAGES. 

The  course  of  instruction  in  languages  is  elective  for  the  student 
officer  and  comprises  instruction  in  French,  German,  Spanish,  or  any 
other  foreign  language  in  which  it  may  be  practicable  to  give  in- 
struction. No  student  officer,  however,  is  permitted  to  elect  one 
of  these  languages  unless  he  has  a  satisfactory  knowledge  of  Spanish 
to  be  determined  by  the  senior  instructor,  department  of  languages. 
The  course  in  each  language  comprises  instruction  in  reading,  writing, 
and  speaking,  with  a  special  view  to  acquiring  a  conversational  knowl- 
edge of  the  language.  Instruction  is  given  by  conferences,  lectures, 
and  conversational  practice. 


THE  ARMY  SERVICE  SCHOOLS.  223 

EXAMINATIONS. 

There  are  no  examinations  in  The  Army  Staff  College.  Should 
any  student  officer  neglect  his  studies  or  other  military  duties,  he 
is,  upon  the  recommendation  of  the  academic  board,  approved  by  the 
commandant,  and  by  authority  of  the  Secretary  of  War,  relieved  by 
the  commandant  from  duty  at  The  Army  Staff  College  and  sent  forth- 
with to  join  his  regiment  or  corps. 

Graduates  of  the  Army  Staff  College  are  exempt  from  examina- 
tions for  promotion  for  a  period  of  six  years. 

RECORD,  ARRANGEMENT  AND  PUBLICATION. 

For  record  at  The  Army  Staff  College  and  at  the  War  Depart- 
ment, the  members  of  the  class,  upon  satisfactory  completion  of  the 
course,  are  designated  as  graduates.  The  term  "graduate"  signifies 
that  the  student  officer  has  attained  a  proficiency  in  all  of  his  work 
satisfactory  to  the  academic  board. 

In  all  published  lists  the  names  of  the  graduates  are  arranged  in 
alphabetical  order. 

THE  ARMY  SIGNAL  SCHOOL. 

This  school  is  known  as  The  Army  Signal  School.  Its  object  is: 
(1)  To  prepare  officers  of  the  Signal  Corps  for  the  better  per- 
formance of  the  duties  of  their  profession,  to  provide  instruction 
in  signal  duties  for  such  officers  of  the  line  as  may  be  designated 
therefor,  and  to  make  research  and  practical  experiments  in  such  sub- 
jects as  relate  to  the  duties  of  the  Signal  Corps.  (2)  To  supple- 
ment the  instruction  given  in  The  Army  School  of  the  Line  and  The 
Army  Staff  College  along  the  special  technical  lines  of  the  Signal 
Corps  as  called  for  by  the  schedules  of  the  latter  schools,  having  espe- 
cially in  view  the  relation  of  the  Signal  Corps  to  the  whole  Army  and 
the  function  it  fulfills  in  time  of  war. 

A  field  officer  of  the  Signal  Corps  is  detailed  to  report  to  the 
commandant  of  The  Army  Service  Schools  for  duty  as  director  of 
The  Army  Signal  School. 

STUDENT    OFFICERS. 

Selections  of  student  officers  are  made  as  follows : 
(a)  The  Chief  Signal  Officer  of  the  Army  may  submit  to  The 
Adjutant  General  of  the  Army,  not  later  than  January  1  of  each 
year,  the  names  of  not  less  than  two  nor  more  than  five  officers  hold- 
ing permanent  or  detailed  appointments  in  the  Signal  Corps  for  in- 
struction in  the  school. 


224  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

(b)  Also  there  may  be  detailed  such  officers  of  the  rank  of 
captain  or  first  lieutenant  from  the  Army  at  large  as  may  make  ap- 
plication to  The  Adjutant  General  of  the  Army  and  receive  the  recom- 
mendation of  the  commandant  of  The  Army  Service  Schools,  or 
who  may,  upon  completion  of  the  course  of  instruction  in  the  Army 
School  of  the  Line  and  the  Army  Field  Engineer  School,  be  retained 
at  the  post,  with  a  view  to  their  detail  for  instruction  in  the  Army 
Staff  College,  provided  that  the  total  number  of  officers  thus  to  be 
detailed  under  (a)  and  (b),  exclusive  of  militia  officers,  shall  not 
exceed  15;  also  such  signal  officers  of  the  Organized  Militia  as  may 
apply  for  entrance  subject  to  the  provisions  of  paragraphs  1  to  13, 
inclusive,  excepting  paragraph  5  of  Rules  governing  Attendance  and 
Examination  of  Militia  Officers  for  Admission  to  the  School  of  the 
Line. 

The  officers  finally  selected  to  attend  The  Army  Signal  School 
are  announced  in  orders  from  the  War  Department  at  Washington. 

EXAMINATION   OF   MILITIA   OFFICERS   FOR   ADMISSION. 

The  following  is  substituted  for  the  examination  in  military 
subjects  as  set  forth  in  paragraph  5  referred  to  above: 

(a)  Administration.     (Army  Regulations.) 

(b)  Manual  of  Guard  Duty. 

(c)  Manual  for  Courts-Martial. 

(d)  Field  Service  Regulations  (Articles  II,  III,  IV  and  V). 

(e)  Provisional    Drill    Regulations    for    Signal    Corps    Troops, 
1911.     In   lieu   of    examinations   in   any   of   the   foregoing   subjects 
certificates  of  proficiency  from  garrison  schools  in  such  subjects  are 
accepted. 

COURSE  OF  STUDY. 

The  course  of  study  is  embraced  in  three  departments,  as  fol- 
lows: 

I.     The  department  of  signal  engineering. 
II.     The  department  of  topography. 

III.  The  department  of  languages. 

I.      SIGNAL  ENGINEERING. 

The  study  of  this  subject  is  divided  into  two  parts,  theoretical 
and  practical. 

Theoretical  instruction  is  conducted  by  means  of  lectures,  reci- 
tations from  the  authorized  manuals  and  textbooks,  technical  con- 


THE  ARMY  SERVICE  SCHOOLS.  225 

ferences,  and  written  problems,  and  comprises  the  following  subjects 
or  field  of  inquiry: 

(a)  Fundamental  laws  of  electricity  and  principles  of  electri- 
cal engineering. 

(b)  Electrical  signaling. 

(c)  Visual  signaling. 

(d)  Aeronautics. 

(e)  Tactical  relations  of  signal  troops. 

(f)  Fire  control  equipment  for  artillery. 

(g)  Telegraph  lines  and  submarine  cables, 
(h)     Gas  and  oil  engines. 

(i)     Photography. 

(j)     Codes  and  ciphers. 

Practical  instruction  consists  of  laboratory,  photographic,  and 
aeronautical  work  and  exercises  in  the  field. 

The  laboratory  course  embraces  instruction  in  making  funda- 
mental electrical  measurements,  and  in  the  operation,  repair,  and 
maintenance  of  various  instruments  and  appliances  used  by  the  Sig- 
nal Corps,  such  as  buzzers,  telephones,  various  forms  of  telegraphs, 
and  wireless  apparatus. 

In  visual  signaling  instruction  is  given  in  the  use  of  flags,  helio- 
graphs, acetylene  lanterns,  rockets  and  bombs,  field  glasses  and  tele- 
scopes. 

The  aeronautical  course  embraces  practical  instruction  as  far 
as  possible  in  packing,  unpacking,  and  assembling  balloons  and  fly- 
ing machines,  the  manufacture  and  transportation  of  hydrogen  gas, 
inflation  of  balloons,  operation  of  motors,  and  ascensions. 

Instruction  is  given  in  operating  gasoline  and  oil  engines. 

The  practical  instruction  in  photography  consists  of  the  taking, 
developing,  and  printing  from  negatives  under  field  conditions. 

The  field  exercises  embrace  the  use  of  the  various  instruments 
and  appliancs  used  for  military  signaling  in  all  its  branches  and  in 
the  solution  of  field  problems.  Preparatory  to  the  solution  of  field 
problems,  lectures  are  given  on  divisional  tactics,  and  map  problems 
solved  involving  the  employment  of  signal  troops. 

II.      TOPOGRAPHY. 

The  course  comprises  theoretical  and  practical  work  in  military 
topographical  sketching  as  follows: 

(a)  For  student  officers,  graduates  of  The  Army  School  of  the 
Line:  Supervision  of  the  practical  work  of  the  student  officers  not 


226  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

graduates  of  the  Army  School  of  the  Line;  practice  in  the  rapid 
making  of  individual  road,  position,  outpost,  and  place  sketches. 

Instruction  by  field  problems. 

(b)  For  student  officers  not  graduates  of  The  Army  School  of 
the  Line:  The  principles  and  practice  involved  in  the  rapid  making 
of  individual  road,  outpost,  and  position  sketches. 

Instruction  by  conferences,  field  practice  under  the  graduates 
of  The  Army  School  of  the  Line,  and  field  problems. 

Instruction  in  topography  is  given  by  The  Army  Field  Engineer 
School. 

III.      LANGUAGES. 

The  course  in  language  is  subject  to  the  same  provisions  as  the 
language  course  in  the  Army  Staff  College.  It  is  elective  for  the 
student  officer  and  will  comprise  the  study  of  Spanish,  French, 
German,  or  such  other  foreign  languages  as  may  be  taught  in  the 
course  of  languages  in  The  Army  Staff  College.  Instruction  is 
given  by  the  department  of  languages  of  The  Army  Staff  College.  No 
student  officer  is  permitted  to  elect  one  of  these  languages  unless  he 
has  a  satisfactory  knowledge  of  Spanish,  to  be  determined  by  the  senior 
instructor,  department  of  languages. 

THESIS. 

Each  student  officer  prepares  a  thesis  on  some  professional  sul 
ject  approved  by  the  director  of  The  Army  Signal  School,  and  sub- 
mits the  same  in  the  required  form  prior  to  June  15  of  each  year. 

TECHNICAL    CONFERENCES. 

There  is  conducted  in  connection  with  The  Army  Signal  School, 
under  the  general  supervision  of  the  director,  a  series  of  technics 
conferences  for  the  presentation  of  original  papers  and  for  repot 
criticism,  and  discussion  of  papers  pertaining  to  military  field  signal- 
ing or  signal  engineering  procured  from  current  military  journals 
or  other  available  sources. 

The  student  officers  and  the  signal  troops  connected  with  Ttu 
Army  Signal  School  are  used  to  cooperate  as  far  as  possible  witl 
fhe  department  of  military  art  of  The  Army  School  of  the  Line,  The 
Army  Field  Engineer  School,  and  The  Army  Staff  College  in  fur- 
nishing military  lines  of  information  of  all  kinds  required  in  terraii 
exercises,  maneuvers,  and  staff  or  tactical  rides,  to  the  end  that  th( 
student  officers  of  all  these  institutions  may  obtain  the  maximum  bene 
fit  from  the  exercises  prescribed. 


THE  ARMY  SERVICE  SCHOOLS.  227 

EXAMINATIONS. 

Any  student  officer  of  The  Army  Signal  School  whose  progress 
in  any  of  his  studies  is  not  satisfactory  to  the  academic  board  is 
examined  in  them  under  the  provisions  of  the  rules  governing  ex- 
aminations and  proficiency  prescribed  in  paragraphs  15  to  20,  in- 
clusive, governing  examinations  in  The  Army  School  of  the  Line. 

RECORD,  ARRANGEMENT  AND  PUBLICATION. 

For  record  at  the  school  and  at  the  War  Department  the  mem- 
bers of  the  class,  upon  the  satisfactory  completion  of  the  course  are 
designated  as  graduates.  The  term  "graduate"  signifies  the  student 
officer  has  attained  a  proficiency  in  all  of  his  studies  satisfactory  to 
the  academic  board  or  has  obtained  at  least  75  per  centum  in  each 
of  those  subjects  in  which  he  has  been  examined  or  reexamined. 

In  all  published  lists  the  names  of  the  graduates  are  arranged 
alphabetical  order. 

They  are  borne  upon  the  Army  Register  (The  annual  directory 
>f  the  Army)  as  graduates  of  The  Army  Signal  School. 

THE  ARMY  FIELD  ENGINEER  SCHOOL. 

This  school  is  known  as  The  Army  Field  Engineer  School.  Its 
>bject  is:  (1)  The  instruction  of  officers  of  the  Corps  of  Engineers 
and  of  engineers  of  the  Organized  Militia  in  their  military  duties. 
(2)  To  furnish  such  instruction  in  military  engineering  as  the 
schedules  of  the  other  schools  comprising  The  Army  Service  Schools 
may  call  for. 

There  is  designated  a  field  officer  of  the  Corps  of  Engineers 
to  report  to  the  commandant  of  The  Army  Service  Schools  at  Fort 
Leavenworth  for  duty  as  director  of  The  Army  Field  Engineer 
School. 

STUDENT  OFFICERS. 

Selection  of  student  officers  is  made  as  follows : 

(a)  The  chief  of  Engineers  will  submit  to  The  Adjutant  Gen- 
eral of  the  Army,  not  later  than  January  1  of  each  year,  the  names 
of  not  less  than  2  nor  more  than  10  officers  of  the  Corps  of  Engineers, 
of  grade  not  below  that  of  captain,  for  instruction  in  the  school. 

(b)  There  may  also  be  detailed  such  engineer  officers  of  the 
Organized  Militia  as  may  apply  for  entrance,  subject  to  the  provi- 
sions of  paragraphs  1  to  13,  inclusive,  excepting  paragraph  5,  of  the 
Rules  Governing  Attendance  and  Examination  of  Militia  Officers  for 
Admission  to  the  School  of  the  Line. 


228  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

The  officers  finally  selected  to  attend  The  Army  Field  Engineer 
School  are  announced  in  orders  from  the  War  Department. 

EXAMINATION  OF  MILITIA  OFFICERS  FOR  ADMISSION. 

The  following  is  substituted  for  the  examination  in  military  sub- 
jects as  set  forth  in  paragraph  5  referred  to  above: 

(a)  Administration. 

(b)  Manual  of  Guard  Duty. 

(c)  Manual  for  Courts-Martial. 

(d)  Field  Service  Regulations   (Articles  II,  III,  IV,  and  V). 

(e)  Manual  of  Field  Engineering,  Beach   (Chapters  I-X,  in- 
clusive). 

(f)  Topographical   Surveying  and   Sketching,  Rees    (Chapters 
I,  II,  III,  and  XV,  omitting  analytical  solutions). 

In  lieu  of  examinations  in  any  of  the  foregoing  subjects  certifi- 
cates of  proficiency  from  garrison  schools  in  such  subjects  are  ac- 
cepted. 

COURSE  OF  STUDY. 

The  course  of  study  is  embraced  in  two  departments,  as  fol- 
lows: 

I.     The  department  of  miltary  engineering. 
II.     The  department  of  military  art. 

I.      MILITARY  ENGINEERING. 

The  study  of  this  subject  is  both  theoretical  and  practical. 
Theoretical  instruction  is  by  lectures,  conferences  upon  assigned  les- 
sons, and  written  examinations.  Practical  instruction  is  by  problems 
and  terrain  exercises. 

The  course  comprises  the  following  subjects  and  fields  of  in- 
quiry : 

(a)  Military  map  making  with  especial  reference  to  large  areas. 

(b)  Organization,  duties,  and  equipment  of  engineer  troops. 

(c)  Field  fortification,  including  mining  and  demolitions. 

(d)  Engineering  works  on  lines  of  communication. 

(e)  Castrametation. 

II.       MILITARY     ART. 

The  study  of  this  subject  is  in  all  respects  identical  with  th< 
study  of  the  same  subject  in  The  Army  School  of  the  Line,  and 
conducted  under  the  direction  of  the  director  and  instructors  of  ttu 


THE  ARMY  SERVICE  SCHOOLS.  229 

school.  Student  officers  of  The  Army  Field  Engineer  School  are 
graded  in  the  military  art  course  in  the  same  manner  as  student  offi- 
cers of  The  Army  School  of  the  Line. 

THESIS. 

Each  student  officer  prepares  a  thesis  on  some  professional  sub- 
ject approved  by  the  director  of  The  Army  Field  Engineer  School, 
and  submits  the  same  in  the  required  form  prior  to  June  15  of  each 
year. 

EXAMINATIONS. 

Any  student  officer  whose  progress  in  any  of  his  studies  is  not 
satisfactory  to  the  academic  board,  is  examined  therein  under  the 
provisions  of  the  rules  governing  examinations  and  proficiency  pre- 
scribed in  paragraphs  15  to  20,  inclusive,  of  the  rules  governing 
examinations  in  the  School  of  the  Line. 

RECORD,  ARRANGEMENT  AND  PUBLICATION. 

For  record  at  the  school  and  at  the  War  Department  the  mem- 
bers of  the  class,  upon  the  satisfactory  completion  of  the  course,  are 
designated  as  graduates.  The  term  "graduate"  signifies  the  student 
officer  has  attained  a  proficiency  in  all  of  his  studies  satisfactory 
to  the  academic  board,  or  has  obtained  at  least  75  per  centum  in 
each  of  those  subjects  in  which  he  has  been  examined  or  reexamined. 

In  all  published  lists  the  names  of  the  graduates  are  arranged  in 
alphabetical  order. 

They  are  borne  on  the  Army  Register  as  graduates  of  The  Army 
Field  Engineer  School. 

THE    ARMY    FIELD    SERVICE    AND    CORRESPONDENCE 
SCHOOL  FOR  MEDICAL  OFFICERS. 

This  school  is  known  as  The  Army  Field  Service  and  Cor- 
respondence School  for  Medical  Officers. 

It  consists  of  two  parts:  One,  The  Field  Service  School  for 
Medical  Officers,  at  which  attendance  in  person  for  the  pursuance 
of  a  graded  course  of  study  is  required ;  the  other,  The  Correspondence 
School,  wherein  answers  and  solutions  to  such  questions  and  problems 
as  may  be  sent  to  designated  medical  officers,  at  their  posts  or  sta- 
tions, are  required.  Its  object  is: 

In  The  Field  Service  School : 


230  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

(a)  To   instruct   officers   of   the   Medical   Corps   and   medical 
officers  of  the  Organized  Militia  in  their  duties  as  administrative  and 
staff  officers  on  field  service,  and  to  make  research  into  such  subjects 
as  may  concern  medical  officers  under  field  conditions. 

(b)  To  give  such  technical  instruction  to  students  in  the  other 
schools  as  the  schedules  of  those  schools,  approved  by  the  commandant, 
may  call  for. 

In  The  Correspondence  School: 

(c)  To  afford  opportunity  for  such  wider  elementary  instruc- 
tion in  the  methods  and  purposes  of  military  plans  and  movements  as 
will  enable  medical  officers  of  the  Regular  Army  better  to   fulfill 
their  duties  in  the  field,  and  to  prepare  them  to  participate  to  better 
advantage  as  students  in  actual  attendance  at  The  Field  Service  School 
for  Medical  Officers. 

There  is  detailed  a  field  officer  of  the  Medical  Corps,  to  report 
to  the  commandant  of  The  Army  Schools,  for  duty  as  director  of 
The  Army  Field  Service  and  Correspondence  School  for  Medical 
Officers. 

PERIOD    OF    INSTRUCTION. 

The  course  of  instruction  in  The  Field  Service  School  for  Medi- 
cal Officers  covers  a  period  of  not  less  than  six  weeks  between  April 
1  and  May  15  of  each  year. 

STUDENT    OFFICERS. 

Selection  of  student  officers  is  made  as  follows: 

(a)  The  Surgeon   General  submits  to   The  Adjutant  General 
of  the  Army  not  later  than  January  1  of  each  year  the  names  of  not 
less  than  four  nor  more  than  eight  officers  of  the  medical  corps  whom 
he  recommends  for  detail  for  instruction  in  this  school. 

(b)  Medical  officers  of  the  Organized  Militia  who  may  apply 
for  entrance  and  whose  admission  may  receive  the  approval  of  the 
Secretary  of  War,  not  to  exceed  a  total  of  six  in  any  one  session, 
may  also  be  detailed  for  instruction  in  the  school,  subject  to  the 
provisions  of  paragraphs  2,  7,  9,   10,  11,   12,  and  13  of  the  rules 
governing  the  examination  and  admission  of  militia  officers  to  the 
School  of  the  Line. 

The  officers  finally  selected  to  attend  The  Army  Field  Service 
School  for  Medical  Officers  are  announced  in  orders  from  the  War 
Department. 


THE  ARMY  SERVICE  SCHOOLS.  231 

COURSE   OF   STUDY. 

The  course  of  study  is  conducted  under  The  Field  Service 
School  for  Medical  Officers,  The  Army  Staff  College  and  The  Army 
Field  Engineer  School.  Its  details  are  prepared  by  the  director  of 
The  Army  Field  Service  and  Correspondence  School  for  Medical 
Officers,  in  cooperation  with  the  directors  of  The  Army  Staff  College 
and  The  Army  Field  Engineer  School,  subject  to  the  approval  of  the 
commandant.  In  a  general  way,  its  scope  is  as  follows: 

Under  The  Field  Service  School  for  Medical  Officers  the  course 
comprises : 

(1)  General  sanitary  organization  and  organization  of  sanitary 
detachments,  units,  and  formations;  sanitary  equipment  and  supply; 
the  transportation  of  sick  and  wounded;  weapons,  ranges,  and  posi- 
tions; tactical  use  of  the  sanitary  service  in  war;  the  sanitary  service 
of  the  line  of  communications  and  the  base ;  hospital  trains  and  ships ; 
the  use  of  the  Red  Cross  and  other  voluntary  aid  associations. 

Instruction  is  by  lectures,  conferences,  problems,  terrain  exercises, 
tactical  rides,  and  the  practical  use  and  direction  of  field  sanitary  units. 

(2)  The  civil  sanitary  function  of  the  Medical  Department  in 
occupied  territory. 

Instruction  is  by  conferences  and  problems. 

Under  The  Army  Staff  College: 

Organization  and  administration  of  troops  in  the  field;  orders; 
the  elementary  principles  of  tactics ;  staff  administration  and  supply. 

Instruction  is  by  lectures,  demonstrations,  tactical  and  staff  rides, 
and  maneuvers  on  map  or  terrain. 

Under  The  Army  Field  Engineer  School: 

(1)  Military   topography,   map   reading:     The   principles   and 
practice  involved  in  the  use  of  all  classes  of  maps  for  military  pur- 
poses. 

(2)  Military  topography,  sketching:     The  principles  and  prac- 
tice involved  in  the  rapid  making  of  simple  road  and  position  sketches. 

Instruction  is  by  lectures,  conferences,  and  field  practice. 

CERTIFICATES    OF    PROFICIENCY. 

Student  medical  officers  who  complete  the  course  satisfactorily 
receive  certificates  setting  forth  that  fact. 

NEGLECT  OF  DUTY. 

Should  any  student  officer  neglect  his  studies  or  other  military 
duties,  he  is  upon  recommendation  of  the  academic  board,  approved 


232  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

by  the  commandant,  and  by  authority  of  the  Secretary,  of  War,  re- 
lieved by  the  commandant  from  duty  at  The  Army  Field  Service 
and  Correspondence  School  for  Medical  Officers  and  sent  forthwith 
to  join  his  proper  station. 

REPORT  ON   QUALIFICATIONS. 

At  the  end  of  the  course  of  instruction  the  director  reports  upon 
the  qualifications  of  each  student  officer  for  the  performance  of  the 
administrative  duties  of  the  sanitary  service  in  the  field. 

This  report  is  forwarded  by  the  commandant,  with  such  remarks 
in  the  case  as  he  deems  proper,  to  The  Adjutant  General  of  the  Army 
for  file  with  the  personal  record  of  the  officer  concerned. 

CORRESPONDENCE   COURSE. 

There  are  detailed  by  the  War  Department,  upon  recommendation 
of  the  Surgeon  General,  not  to  exceed  30  officers  of  the  Medical 
Corps  of  the  Regular  Army  to  take  the  correspondence  course  each 
year. 

The  questions,  problems,  etc.,  forming  this  course  of  instruction 
are  prepared  by  the  director  of  The  Army  Field  Service  and  Cor- 
respondence School  for  Medical  Officers,  under  the  direction  of  the 
commandant. 

The  commandant  of  The  Army  Service  Schools  furnishes  copies 
of  the  questions  to  be  answered  and  problems  to  be  solved  to  each 
of  the  officers  designated  to  take  the  course.  For  this  purpose  a 
list  of  the  officers  nominated  by  the  Surgeon  General  are  furnished 
the  commandant  prior  to  the  beginning  of  the  course.  Copies  of  the 
questions  and  problems  are  then  transmitted  by  the  commandant  to 
each  officer,  through  the  commanding  general  of  the  division  in  which 
he  may  be  serving. 

SPECIAL  COURSE. 

With  a  view  to  enlarging  the  usefulness  of  The  Army  Service 
Schools  to  the  Army,  not  to  exceed  20  officers  of  the  Regular  Army 
are  detailed  to  pursue  a  special  course  in  tactics  between  January  1 
and  April  1  of  each  year. 

To  be  eligible  for  this  detail  officers  must  be  of  grade  not  lower 
than  that  of  major. 

Such  officers  as  are  to  be  detailed  for  this  special  course  are 
selected  by,  and  announced  in  orders  from,  the  War  Department  at 
Washington. 


THE  ARMY  SERVICE  SCHOOLS.  233 

The  course  of  instruction  is  prepared  by  the  director  of  The 
Army  Staff  College  and  is  under  his  immediate  direction.  Instruc- 
tion is  given  by  the  various  schools  and  departments  of  The  Army 
Service  Schools  in  accordance  with  the  schedule  for  the  special  course, 
as  approved  by  the  commandant. 

Upon  completion  of  the  course  the  commandant  makes  a  special 
report  to  be  forwarded  to  The  Adjutant  General  of  the  Army  for 
file  with  the  records  of  the  officers. 

GENERAL  REGULATIONS  FOR  THE  GOVERNMENT  OF 
THE  ARMY  SERVICE  SCHOOLS. 

POST   ADMINISTRATION. 

Such  of  the  officers  and  enlisted  force  with  their  equipment  on 
duty  in  the  garrison  or  at  the  schools,  Fort  Leavenworth,  Kansas,  as 
are  deemed  necessary  by  the  commandant,  are  available  for  the  practi- 
cal instruction  of  student  officers. 

The  commandant  orders  the  expenditures  of  such  authorized 
quantities  of  ammunition  for  field  guns,  machine  guns,  and  small 
arms  as  he  deems  necessary  for  instruction  at  The  Army  Service 
Schools. 

DISCIPLINE. 

The  schools  and  college  are  governed  by  the  rules  and  discipline 
prescribed  for  military  posts  and  by  their  own  special  regulations. 
Matters  pertaining  to  them  and  to  the  course  of  instruction  are  sub- 
ject exclusively  to  control  of  the  War  Department,  and  all  com- 
munications for  officers  on  duty  with  the  schools  are  sent  through 
the  commandant  directly  and  not  through  division  headquarters. 

PERSONNEL  AND  STAFF. 

The  personnel  of  the  schools  consists  of  all  officers,  enlisted 
men,  and  civilian  employees  on  duty.  The  staff  consists  of  all  of- 
ficers not  students  on  duty,  other  than  the  commandant  and  his  per- 
sonal aides. 

THE  COMMANDANT. 

The  commandant  sees  that  the  work  of  The  Army  Service  Schools 
is  coordinated  and  that  cordial  cooperation  is  maintained  at  all 
times. 

He  is  authorized  to  convene  the  academic  board  for  consideration 
of  any  matters  affecting  The  Army  Service  Schools  or  of  a  single 


234  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

school  which  is  a  constituent  part  of  The  Army  Service  Schools. 
At  such  session  the  senior  officer  present  presides. 

He  applies  to  The  Adjutant  General  of  the  Army  for  the  detail 
of  officers  for  duty  at  the  schools  and  assigns  them  to  duty  as  as- 
sistant commandant,  directors,  instructors,  and  secretary,  as  may  be 
necessary. 

On  the  31st  of  August  of  each  year  he  makes  a  report  upon 
the  schools  and  college,  setting  forth  their  progress  and  such  changes 
as  are  deemed  desirable  to  promote  further  progress  and  improve- 
ment. This  report,  as  also  the  appended  reports  of  the  directors, 
librarian,  and  secretary  and  disbursing  officer,  embodies  the  statistical 
information  pertaining  to  the  work  of  the  schools. 

He  furnishes  annually,  for  the  use  in  the  office  of  the  Chief  of 
Staff  and  of  the  president  of  the  Army  War  College,  bound  volumes 
containing  the  record  of  each  student  officer  of  the  schools  and 
college. 

Upon  the  completion  of  the  course  of  instruction  at  the  end  of 
the  school  year  he  is  authorized,  unless  limited  by  special  instructions, 
to  grant  to  the  officers  and  men  under  his  control  leaves  of  ab- 
sence and  furloughs.  But  during  the  course  of  instruction  he  does 
not,  without  authority  of  the  Secretary  of  War,  grant  leaves  of 
absence  to  officers  involving  absence  from  duty,  except  in  cases  of 
emergency,  and  then  only  for  a  period  not  exceeding  10  days  at  any 
one  time. 

He  makes  application  to  the  War  Department  for  such  articles 
of  engineer,  ordnance,  and  signal  property  as  may  be  necessary. 

ACADEMIC    BOARD. 

The  academic  board  supervises  the  methods  of  instruction  and 
work  in  the  several  departments  and  schools,  the  preparation  of  an- 
nual reports  and  schedules,  assists  the  commandant  in  coordinating 
the  courses  of  instruction  and  securing  uniformity  in  publications  of 
the  schools. 

There  is  but  one  academic  board  for  The  Army  Service  Schools 
at  Fort  Leaven  worth.  It  consists  of  the  commandant,  the  assistant 
commandant,  the  directors  of  the  various  schools  which  constitute 
The  Army  Service  Schools,  and  the  senior  instructors  of  the  de- 
partment of  military  art,  languages,  and  law  of  The  Army  School  of 
the  Line.  The  secretary  of  The  Army  Service  Schools  is  the  secre- 
tary of  the  academic  board.  He  is  the  custodian  of  the  records  of 
the  board,  but  has  no  vote.  A  majority  of  the  academic  board  con- 


THE  ARMY  SERVICE  SCHOOLS.  235 

stitutes  a  quorum  for  the  transaction  of  business,  but  no  action  or 
recommendation  of  the  academic  board  is  final  until  approved  by  the 
commandant.  All  deliberations,  discussions,  and  individual  votes 
are  confidential. 

CORRESPONDENCE. 

All  official  correspondence  relating  to  the  schools  from  officers 
on  duty  therewith  are  addressed  to  the  secretary. 

LIBRARY. 

The  librarian,  under  the  direction  of  the  commandant,  is  charged 
with  the  administration  and  interior  economy  of  the  library. 

He  is  responsible  for  the  books  and  other  property  therein  and 
renders  an  annual  report  thereof  to  the  secretary. 

There  is  a  library  committee  for  the  schools  and  college,  consist- 
ing of  the  secretary,  the  librarian,  and  one  other  officer  designated 
by  the  commandant  from  among  those  belonging  to  the  staff  of  the 
schools  and  college.  Subject  to  the  approval  of  the  commandant, 
this  committee  is  charged  with  the  preparation  of  regulations  for 
the  administration  and  interior  economy  of  the  library  and  with 
ic  selection  of  books  to  be  purchased. 

INSTRUCTORS  AND  STUDENT  OFFICERS. 

The  directors  of  the  various  schools  are  assisted  by  such  number 
>f  senior  instructors  and  instructors  assigned  to  the  several  depart- 
ments of  those  schools  by  the  commandant  as  may  be  required. 

When  practicable  instructors  are  senior  in  rank  to  student  of- 
ficers but  whether  senior  or  junior,  instructors  while  in  the  execu- 
tion of  their  duty  are  accorded  the  respect  due  to  their  position. 

The  personnel  of  the  schools  and  college  is  exempt  from  all 
>rdinary  staff  duties  and  garrison  routine,  from  court-martial  duty 
(except  in  case  of  necessity),  from  such  drills  and  ceremonies  as  are 
lot  included  in  the  course  of  instruction,  and,  in  general,  from 
11  duties  which  would  interfere  with  the  performance  of  their  func- 
tions in  connection  with  the  schools  and  college. 

Details  for  instruction  as  student  officers  are,  except  where  other- 
rise  specified,  for  one  year,  from  the  15th  of  August  to  the  14th 
>f  the  following  August,  inclusive,  and  officers  detailed  for  instruc- 
tion report  in  person  to  the  commandant  not  later  than  the  15th  of 
LUgust  of  each  year. 


236  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

FOREIGN   STUDENT  OFFICERS. 

Foreign  officers  attending  the  schools  or  college  are  supplied  with 
all  the  facilities  and  enjoy  all  the  privileges  accorded  to  other  student 
officers,  but  they  are  not  marked  or  graded  in  any  way. 

INSTRUCTION. 

The  course  of  instruction  at  the  schools,  except  as  otherwise 
provided,  is  included  in  one  term  beginning  on  the  1st  of  September 
(unless  that  date  fall  on  Saturday  or  Sunday,  in  which  case  the  term 
begins  on  the  following  Monday)  and  ending  on  the  30th  of  June 
following.  Staff  rides  or  visits  to  battlefields  for  student  officers 
who  have  just  been  graduated  at  The  Army  Staff  College  may  be 
conducted  between  the  date  of  graduation  and  the  14th  of  August 
and  during  this  period,  except  that  part  consumed  in  the  staff  ride 
or  visit  to  a  battlefield,  these  officers  may  be  detailed  by  direction 
of  the  Secretary  of  War  for  duty  at  field  maneuvers  or  camps  of 
instruction.  Such  instructors  as  may  be  necessary  are  detailed  to 
accompany  the  class  on  its  staff  ride  or  visit  to  a  battlefield. 

Exercises  in  instruction  are  held  daily,  except  Saturdays,  Sun- 
days, holidays,  and  the  period  from  December  24  to  January  1,  both 
inclusive.  Saturday  forenoons  may  be  used  when  necessary  to  main- 
tain the  regular  yearly  schedule  in  the  different  departments. 

All  instruction  is  strictly  in  conformity  with  principles  laid  down 
and  customs  observed  in  official  publications  of  the  War  Department 
and  authorized  textbooks. 

To  facilitate  practice  of  topographical  reconnaissance  and  the 
conduct  of  field  exercises  on  unfamiliar  ground,  the  commandant 
may,  in  his  discretion,  by  use  of  facilities  at  hand  and  available  at 
military  posts,  take  the  personnel  of  the  schools  and  college  into 
temporary  camps. 

The  allotment  of  time  for  instruction  in  each  department  of  the 
schools  and  college,  and  for  equitation  and  physical  exercise  during 
the  winter  months  and  in  inclement  weather;  the  assignment  of 
values  to  the  different  subjects  in  the  course  of  instruction,  and  the 
methods  of  conducting  and  marking  practical  work  and  examinations, 
subject  to  the  limitations  of  the  foregoing  paragraphs,  is  regulated 
by  the  academic  board  with  the  approval  of  the  commandant,  and  is 
published  by  the  latter  for  the  information  of  all  concerned;  but  no 
material  changes  in  the  total  amount  of  time  allotted  any  department, 
or  in  the  courses  of  instruction,  or  in  the  character  of  practical 
work,  or  in  the  methods  of  instruction  and  marking  in  practical  work 


THE  ARMY  SERVICE  SCHOOLS.  237 

and  examinations  are  made  without  the  approval  of  the  Secretary  of 
War. 


GRADUATION. 

A  student  officer  who  passes  successfully  through  the  entire 
course  of  instruction  in  The  Army  School  of  the  Line,  The  Army 
Signal  School,  The  Army  Field  Engineer  School,  or  The  Army  Staff 
College  receives  a  diploma  setting  forth  his  proficiency,  and  also  a 
certificate  of  proficiency  covering  all  subjects  completed  by  him  dur- 
ing the  course,  and  his  name  is  borne  thereafter  upon  the  Army 
Register  (The  Army  annual  directory  of  officers),  as  a  graduate 
thereof.  Diplomas  are  signed  by  the  commandant  and  by  the  aca- 
demic board.  Officers  who  have  been  unable  to  complete  the  entire 
course  receive  certificates  of  proficiency  in  such  subjects  as  they 
have  completed  satisfactorily. 

At  the  end  of  the  term  the  academic  board  reports  upon  the 
qualifications  of  each  student  officer  for  The  Army  School  of  the 
Line,  The  Army  Staff  College,  The  Army  Signal  School,  and  The 
Army  Field  Engineer  School,  and  states  the  professional  employments 
for  which  he  appears  to  be  well  or  especially  well  qualified.  These 
reports,  together  with  a  report  of  the  marks  and  standing  of  each 
student  officer  in  The  Army  School  of  the  Line  are  forwarded  by 
the  commandant  with  such  remarks  in  the  case  of  each  student 
officer  as  he  deems  proper  to  The  Adjutant  General  of  the  Army 
for  file  with  the  personal  record  of  the  officer  concerned.  The  com- 
mandant also  sends  a  copy  of  each  student  officer's  school  record 
to  his  regimental  commander,  or,  in  the  case  of  a  staff  officer,  to  the 
chief  of  his  corps  or  department. 

MISCELLANEOUS. 

Upon  graduation  of  the  classes  the  commandant  makes  a  special 
report  to  The  Adjutant  General  of  the  Army  showing  how  each 
graduate  should  be  borne  upon  the  register. 

After  the  standing  of  the  student  officers  in  The  Army  School 
of  the  Line  and  The  Army  Field  Engineer  School  has  been  determined, 
the  academic  board  convenes  to  recommend  officers  for  detail  for 
instruction  in  The  Army  Staff  College  for  the  following  year.  These 
recommendations  are  forwarded  by  the  commandant,  with  his  own 
action  thereon,  to  The  Adjutant  General  of  the  Army.  Entrance  to 
The  Army  Staff  College  from  The  Army  School  of  the  Line  and  The 
Army  Field  Engineer  School  is  accorded  student  officers  in  order 


238  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

of  their  graduation  as  far  down  the  class  (arranged  according  to 
merit)  as  they  are  recommended  by  the  academic  board,  approved 
by  the  commandant,  subject  to  the  restrictions  named  in  paragraph 
on  "student  officers"  under  the  head  of  The  Army  Staff  College. 
Said  recommendation  and  approval,  however,  are  not  withheld  from 
any  officer  and  given  to  one  below  him  in  order  of  graduation,  except 
on  account  of  moral  deficiencies  or  defects  in  habits  or  disposition 
sufficiently  serious  to  render  him  markedly  unsuitable  for  staff  service. 
Whenever  the  recommendation  of  the  academic  board  or  the  approval 
of  the  commandant  is  thus  withheld,  the  reason  for  such  action  is 
stated  clearly  in  each  case  giving  details  of  such  misconduct  or 
defects  as  are  relied  upon  to  justify  the  withholding  of  the  recom- 
mendation or  approval. 

Any  graduate  of  The  Army  School  of  the  Line,  with  the  ap- 
proved recommendation  of  the  academic  board,  may  take  the  course 
in  The  Army  Signal  School.  Applications  from  officers  of  The  Army 
School  of  the  Line  to  take  the  course  in  The  Army  Signal  School 
are  submitted  to  the  commandant  not  later  than  May  1,  each  year. 

Upon  completion  of  the  course  of  instruction  in  The  Army 
School  of  the  Line  and  The  Army  Field  Engineer  School  the  com- 
mandant may  retain  at  the  post,  with  a  view  to  their  detail  for  instruc- 
tion in  The  Army  Staff  College  and  The  Army  Signal  School,  such 
officers  as  may  have  received  corresponding  recommendations  by 
the  academic  board  approved  by  the  commandant,  awaiting  the  issue 
of  orders  by  the  War  Department  in  their  cases. 

Unless  otherwise  instructed  the  commandant  upon  the  comple- 
tion of  the  courses  of  instruction,  relieves  all  student  officers  of 
the  Regular  Army  (except  those  designated  for  instruction  in  The 
Army  Staff  College  and  The  Army  Signal  School  for  the  following 
year)  from  duty  at  Fort  Leavenworth,  and  orders,  by  authority  of 
the  Secretary  of  War,  those  whose  stations  are  in  the  United  States 
or  Alaska  to  join  their  proper  stations,  and  those  whose  stations 
are  in  the  Philippine  Islands  or  Hawaii  to  arrange  for  transporta- 
tion with  the  Quartermaster  General  and  report  at  San  Francisco, 
California,  in  time  to  take  the  first  Army  transport  which  sails  there- 
after. All  student  officers  of  the  Organized  Militia  are  relieved  and 
authorized,  by  order  of  the  Secretary  of  War,  to  proceed  to  their 
respective  homes. 

The  commandant  may  also,  at  their  own  request  or  upon  expira- 
tion of  detail,  relieve  from  duty  members  of  the  staff  of  the  schools 


THE  ARMY  SERVICE  SCHOOLS.  239 

and  college  and  issue  the  necessary  orders  in  each  case  as  authorized 
above. 

Upon  the  recommendation  of  the  academic  board  the  com- 
mandant may,  with  the  approval  of  the  Secretary  of  War,  retain 
graduates  of  The  Army  Staff  College  on  duty  at  the  schools  and  col- 
lege and  assign  them  to  duties  specified,  such  as  instructors,  secre- 
tary, etc.,  but  no  graduate  of  The  Army  Staff  College  is  so  retained 
on  such  duty  for  a  longer  period  than  two  years  without  the  special 
authority  of  the  Secretary  of  War  in  each  case.  Under  the  same 
conditions  and  limitations  graduates  of  The  Army  Signal  School 
and  The  Army  Field  Engineer  School  may  be  retained  for  assignment 
to  duty  therein. 


CHAPTEE  VIII. 

THE  COAST  ARTILLERY  SCHOOL. 

(Fort  Monroe,  Va.). 

"The  fact  is  that  a  vague  attachment  to  the  whole  human  race  is  a 
poor  substitute  for  the  performance  of  the  duties  of  a  citizen;  and  pro- 
fessions of  universal  philanthropy  afford  no  excuse  for  neglecting  the  in- 
terests of  one's  own  country." — Joseph  Chamberlain. 

The  Coast  Artillery  School  is  located  at  Fort  Monroe,  Virginia. 
It  is  the  oldest  of  all  Army  Service  Schools,  having  been  founded  in 
1824,  and  was  originally  known  as  the  "Artillery  Corps  for  Instruc- 
tion." A  brief  historical  sketch  of  this  institution  is  contained  in 
Chapter  I. 

The  object  of  the  school  is  to  enlarge  the  field  of  instruction  of  the 
garrison  schools  for  coast  artillery  officers  by  advanced  courses  of 
study  of  practical  training  in  the  technical  duties  of  their  profession; 
to  amplify  the  military  education  of  specially  selected  officers  in  order 
to  prepare  them  for  the  more  important  positions  in  the  coast  artillery, 
and  to  fit  them  for  the  course  at  the  Army  War  College ;  and  to  educate 
and  train  specially  selected  enlisted  men  for  the  higher  grades  in  the 
coast  artillery  noncommissioned  staff. 

ORGANIZATION. 

The  personnel  of  the  Coast  Artillery  School  consists  of  a  com- 
mandant, a  secretary,  a  librarian,  three  directors  of  departments,  and 
such  instructors,  student  officers,  and  enlisted  men  and  troops  as  may 
be  assigned  to  it  for  duty  or  instruction  by  orders  from  the  War  De- 
partment. 

THE  COMMANDANT. 

The  general  administration  of  the  school  is  entrusted  to  the  com- 
mandant, who  is  especially  selected  for  duty  and  detailed  in  orders 
from  the  War  Department.  The  commandant  of  the  school  also  com- 
mands the  Artillery  District  of  Chesapeake  Bay  and  the  post  of  Fort 
Monroe;  in  his  absence  the  senior  coast  artillery  officer  on  duty  at 
Fort  Monroe  performs  his  duties.  Such  of  the  officers  and  so  much 
of  the  enlisted  force  with  the  equipment  of  the  several  organizations 
on  duty  at  the  post  as  may  be  deemed  necessary  by  the  commandant  are 
available  for  the  practical  instruction  of  student  officers. 

The  commandant  makes  application  to  The  Adjutant  General  of 
the  Army  for  such  articles  of  supplies  as  may  be  required  for  the 


COAST  ARTILLERY   SCHOOL.  241 

school,  and  submits  to  him  annually  on  the  first  day  of  September  a 
report  setting  forth  the  progress  and  needs  of  the  school  and  such 
changes  as  are  deemed  desirable  to  promote  further  progress  and  im- 
provement. 

The  commandant  directs  the  expenditure  of  such  quantities  of 
material  as  may  be  authorized  and  necessary  for  the  purposes  of  in- 
struction. 

The  funds  appropriated  for  the  support  of  the  school  and  for  the 
purchase  of  school  property  is  disbursed  on  vouchers  approved  by  the 
commandant. 

The  commandant  is  authorized,  in  the  absence  of  special  instruc- 
tions, to  grant  to  the  officers  and  men  under  his  control  leaves  of  ab- 
sence and  furloughs  not  to  exceed  one  month  in  duration  upon  the 
completion  of  the  course  of  instruction  at  the  end  of  each  school  year. 
During  the  course  of  instruction  the  commandant  does  not  grant  leaves 
of  absence  to  officers  involving  absence  from  duty  without  the  authority 
of  the  Secretary  of  War,  except  in  cases  of  emergency,  and  then  only 
for  a  period  not  exceeding  ten  days. 

Copies  of  all  orders  issued  by  the  commandant,  changing  the 
official  status  of  officers,  are  furnished  to  the  Adjutant  General  of  the 
Army,  to  all  headquarters,  commanding  officers,  and  others  interested 
in  or  affected  by  such  changes. 

THE    SECRETARY. 

The  secretary  of  the  school  is  custodian  of  the  records,  books, 
and  property  of  the  school,  disbursing  officer  of  the  school  funds,  re- 
corder of  the  school  board,  and  is  in  command  of  the  Coast  Artillery 
School  Detachment.  He  promulgates  the  orders  of  the  commandant. 
All  official  correspondence  relating  to  the  school  from  members  there- 
of are  addressed  to  the  secretary. 

THE  LIBRARIAN. 

The  school  library  is  maintained  separately  and  apart  from  the 
post  library  at  Fort  Monroe.  There  is  a  library  committee  for  the 
school,  consisting  of  the  school  board  and  the  librarian.  Subject  to 
the  approval  of  the  commandant,  this  committee  is  charged  with  the 
preparation  of  regulations  for  the  administrative  and  interior  economy 
of  the  library  and  with  the  selection  of  books  to  be  purchased.  In  case 
of  loss  or  damage  to  any  book,  periodical,  map,  or  other  property 
belonging  to  the  school  the  person  responsible  for  such  loss  or  damage 

reimburses  the  United  States  by  the  payment  of  the  actual  value  of  the 
16 


242  MILITARY  EDUCATION   IN   THE-  UNITED   STATES. 

article  or  the  cost  of  repairs.  The  amount  to  be  paid  is  assessed  by 
the  librarian,  and  his  action,  when  approved  by  the  commandant,  is 
final.  The  librarian  is  a  member  of  the  school  board  during  delibera- 
tions on  publications  that  are  under  the  supervision  of  the  school  board. 

DIRECTORS,  INSTRUCTORS,  AND  STUDENT  OFFICERS. 

The  directors  of  departments,  instructors,  and  student  officers  are 
exempt  from  all  ordinary  staff  duties,  garrison  routine,  court-martial 
duty  (except  in  case  of  necessity),  such  drills  and  ceremonies  as  are 
not  included  in  the  course  of  instruction,  and,  in  general,  from  all 
duties  that  would  interfere  with  the  performance  of  their  school  duties. 
Enlisted  men  assigned  for  special  instruction  are  excused  from  routine 
garrison  duty. 

When  practicable,  instructors  are  senior  in  rank  to  student  officers, 
but,  whether  senior  or  junior,  instructors  while  in  the  execution  of  their 
duty  are  accorded  the  respect  due  to  their  position. 

THE  SCHOOL  BOARD. 

A  school  board  to  consist  of  the  commandant  and  the  directors 
of  departments  arranges  the  courses  of  instruction  as  to  subjects, 
methods,  and  allotment  of  time;  prescribes  the  character  and  scope 
of  the  final  examinations ;  supervises  the  publication  of  the  Journal  of 
the  United  States  Artillery  and  of  Artillery  Notes;  investigates  and 
reports  upon  such  technical  artillery  subjects  as  may  be  referred  to 
it  by  the  War  Department,  and  determines  finally  all  questions  of  pro- 
ficiency of  students.  No  action  of  the  board  that  changes  the  regu- 
lations or  courses  of  instruction  is  final  until  approved  by  the  Secretary 
of  War.  The  board  meets  at  such  times  as  the  commandant  may 
direct.  The  deliberations  of  the  board  are  confidential  and  its  de- 
cisions, until  duly  published  are  also  confidential. 

The  number  of  instructors  and  student  officers  varies  slightly, 
but  of  the  former  there  are  usually  ten,  not  counting  the  commandant 
and  executive  staff.  Ten  officers  usually  make  up  the  class  in  the 
advanced  course,  thirty  in  the  regular  course,  and  about  sixty  in  the 
enlisted  men's  division. 

COURSES  OF  INSTRUCTION. 

OFFICERS'  DIVISION. 

1.     Department  of  Artillery  and  Land  Defense. 
(a).     Regular  Course, 
(b).     Advanced  Course. 


COAST  ARTILLERY  SCHOOL.  243 

2.     Department  of  Engineering  and  Mine  Defense. 
(a).     Regular  Course, 
(b).     Advanced  Course. 

ENLISTED    MEN'S    DIVISION. 

1.     Department  of  Enlisted  Specialists. 

(a).     Electrical  Course. 

(b).     Mechanical  Course. 

(c).     Artillery  Course. 

The  regular  course  for  officers  is  completed  in  one  school  year 
and  includes  the  instruction  in  both  departments  of  the  Officers' 
Division.  The  advanced  course  is  also  completed  in  one  school  year 
and  includes  instruction  in  both  departments.  In  addition  to  the  fore- 
going, special  courses  in  ballistics  and  explosives  are  arranged,  for 
either  of  which  officers  may  be  detailed  for  a  period  of  not  more  than 
one  year.  Each  of  the  courses  for  enlisted  men  are  completed  in  one 
year. 

OFFICERS'  DIVISION. 

STUDENT  OFFICERS. 

In  the  regular  course  the  student  officers  consist  of  such  officers 
from  the  Coast  Artillery  Corps  as  may  be  designated  in  orders  from 
the  War  Department  to  take  the  course. 

At  the  close  of  the  school  year  the  school  board  recommends  to 
The  Adjutant  General  of  the  Army  for  the  advanced  course  those 
officers  in  the  regular  course  who  have  qualified  for  the  advanced  course. 
When  practicable,  the  officers  so  recommended,  and  such  additional 
officers  as  may  be  recommended  by  the  Chief  of  Coast  Artillery,  are 
detailed  to  take  the  advanced  course. 

ATTENDANCE  OF   MILITIA  OFFICERS. 

Officers  of  militia  coast  artillery  organizations  may  attend  the 
school  under  regulations  identical  with  those  providing  for  attendance 
of  militia  officers  at  the  Service  School  at  Fort  Leavenworth,  Kansas 
(See  Chapter  VII),  except  that  they  are  not  required  to  undergo  an 
examination  in  hippology. 

DETAILS  OF  COURSES  OF  STUDY. 

The  regular  and  advanced  courses  for  officers  embraced  by  the 
two  departments  are  as  follows : 


244 


MILITARY  EDUCATION  IN  THE  UNITED  STATES. 


I. 


Department  of  Artil- 
lery and  Land  De- 
fense. 


II. 


Department  of  Engi- 
neering and  Mine 
Defense. 


Regular 
course 


Advanced 
course 


Regular 
course 


Advanced 
course 


1.  Coast  artillery  materiel. 

2.  Gunnery. 

3.  Artillery  defense. 

4.  Land  defense. 

5.  Explosives. 

fl.  Artillery    defense,    ad- 
vanced. 

2.  Land  defense  advanced. 

3.  Explosives  advanced. 

1.  Electrical  Engineering. 

2.  Mechanical   and   steam 

engineering. 

3.  Submarine  mining. 

Bl.     Electrical    Engineering 

advanced. 
2.     Mechanical   and   steam 

engineering,  ad- 
vanced. 


The  object  of  the  advanced  and  special  courses  is  to  amplify 
for  specially  selected  officers  the  instruction  and  work  of  the  regular 
course,  with  a  view  to  improving  their  qualifications  as  instructors, 
preparing  them  for  duty  at  the  Army  War  College  (Chapter  VI),  and 
fitting  them  for  the  duties  of  the  general  staff  of  the  Army. 

The  courses  of  instruction  comprise  practical  exercises,  problems, 
research,  conferences,  and  lectures. 

In  the  regular  course  partial  examinations  are  held  from  time  to 
time;  these,  with  the  practical  exercises  and  problems,  determine  a 
student's  standing  and  whether  or  not  he  shall  take  a  final  examination. 

In  the  advanced  course  the  same  general  method  of  instruction 
is  followed,  but  there  are  no  examinations.  If  any  student  officer  in 
the  advanced  course  neglects  his  duties  the  director  of  the  department 
reports  such  officer  to  the  commandant;  his  case  is  considered  by  the 
school  board,  and,  should  the  board  so  recommend,  his  name  is  for- 
warded to  The  Adjutant  General  of  the  Army,  and  he  is  relieved  from 
duty  at  the  school  by  authority  of  the  Secretary  of  War. 

Books  used  in  the  departments  are  for  reference  and  courses  of 
reading. 


COAST  ARTILLERY   SCHOOL.  245 

During  courses,  as  a  part  of  them  and  in  connection  with  the 
subject  in  hand,  approved  lectures  are  delivered  from  time  to  time  by 
Army  and  Navy  officers  and  civilians,  and  approved  visits  for  pur- 
poses of  study  are  made  by  student  officers  to  fields  of  campaign  and 
positions  of  battle,  to  warships  in  course  of  construction  and  in  commis- 
sion, to  powder  and  gun  cotton  factories,  to  electrical  and  cable  works, 
and  to  power  plants. 

The  outline  of  the  courses  of  study  for  officers  is  as  follows : 

I.     DEPARTMENT  OF  ARTILLERY  AND  LAND  DEFENSE. 

REGULAR    COURSE. 

1.  Coast   artillery   materiel. — Guns;    Mortars;   Carriages;   Em- 
placements ;  Ammunition ;  Fire  Control  Apparatus. 

2.  Gunnery. — Principles    and    Applications    of    Ballistics;    Sea- 
coast  Engineering  as  Applied  to  Artillery  Defense;  Subcaliber  Prac- 
tice; Battery  Service  Practice;  Battle  Command  Service  Practice. 

3.  Artillery  defense. — Forms  of  Naval  Attack ;  Warships ;  Places 
to  be  defended;  Nature,  Extent,  and  Disposition  of  Armament;  Or- 
ganization; Battle  Tactics. 

4.  Land  defense. — Minor  Tactics  as  applied  to  the  attack  and 
defense  of  coast   forts;  Organization;   Topography  and   Sketching; 
Fortifications ;  Field  Engineering ;  Shelter  and  Sanitation. 

5.  Explosives. — Practical  laboratory  work  and  problems  involv- 
ing fundamental  chemical  principles.    Examination,  tests,  and  use  of 
oils.     Examination,  study,  and  tests  of  explosives.     Demolitions.  Ex- 
plosives for  submarine  mines. 

ADVANCED   COURSE. 

1.  Artillery  defense,  advanced. — Fortification ;  Organization ;  Bat- 
tle Tactics;   Service  of   Security  and  Information;   Cooperation   of 
Army  and  Navy;  Military  History. 

2.  Land  defense,  advanced. — Minor  Tactics ;  Organization ;  Sup- 
ply ;  Shelter ;  Sanitation ;  Field  Fortification ;  Field  Engineering ;  Plans 
for  National  Defense;  Duties  of  the  General  Staff. 

3.  Explosives,  advanced. — Practical  laboratory  work  and  prob- 
lems.   Calorific  value  of  fuel.   Analysis  of  chimney  gas.    Experimental 
firing  to  illustrate  effect  on  detonation  of  varying  physical  surround- 
ings.  Manufacture  of  and  specifications  for  explosives. 


246  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

SPECIAL    COURSE   IN    BALLISTICS. 

Exterior  ballistics. — The  principal  and  secondary  problems.  Ac- 
curacy and  the  theory  of  errors.  The  calculation  of  constants,  includ- 
ing the  coefficient  of  form  and  the  drift  constant.  Classification 
trajectories.  Deduction  of  empirical  formulas.  Practical  work 
setting  up,  adjusting,  and  using  ballistic  machines.  Interior  ballastics. 
Relation  of  maximum  pressure  to  charges.  Mode  of  combustion  of 
powder  and  its  relation  to  pressures.  Characteristics  of  a  powder. 
Variations.  Recoil. 

II.  DEPARTMENT  OF  ENGINEERING  AND  MINE  DEFENSE. 

REGULAR    COURSE. 

1.  Electrical  Engineering. — Theory  of  electricity  and  magnetism. 
Batteries,  primary  and  secondary.    Electrical  instruments  and  measure- 
ments.   Switchboards  and  power  distribution.    Testing  cables  and  in- 
stallations.    Fire-control  apparatus,  care  and  operation.     Installation 
and   maintenance   of    submarine   fire-control   cables,   and   the   main- 
tenance and  the  making  of  ordinary  repairs  of  electrical  equipment 
in  seacoast  fortifications.  Searchlight  operation.  Direct-current  genera- 
tors and  motors,  principles,  operations,  simple  tests. 

2.  Mechanical  and  steam  engineering. — Shafting,  belting,  lubri- 
cants.  Boilers  and  accessories,  care  and  operation.   Steam  engines,  care 
and  operation.  Oil  and  gasoline  engines,  care  and  operation. 

3.  Submarine    mining. — Mine    apparatus.       Loading,    planting, 
operating,  and  maintaining  mines. 

Regarding  the  course  Colonel  F.  S.  Strong,  Coast  Artillery  Corps, 
referring  to  time  devoted  to  this  subject,  in  his  annual  report  as  Com- 
mandant in  1912,  says : 

"It  will  be  noted  that  in  the  regular  course  considerably  more  time 
was  devoted  to  submarine  mining  than  had  formerly  been  the  case.  This 
instruction  was  of  the  most  practical  character  and  it  is  believed  that  the 
extra  time  allotted  to  this  work  will  be  of  the  greatest  value  to  the  gradu- 
ates, who,  with  few  exceptions,  are  fully  equipped  for  the  duties  of  mine 
company  commanders.  The  work  in  explosives  in  both  courses  was  ma- 
terially modified  and  limited  to  practical  instruction  which  is  necessary 
to  equip  company  officers  for  their  duties  in  caring  for,  testing  and  handling 
service  explosives.  More  detailed  and  technical  work  in  this  subject  is 
reserved  for  special  students."  ***** 

ADVANCED   COURSE. 

1.  Electrical  engineering,  advanced. — Fire  control  apparatus  and 
searchlights,  experimentation,  operation,  and  plans  for  installation. 
Direct-current  system  of  power  distribution ;  complete  tests  of  machin- 
ery; plans  for  installation.  Alternating  currents;  fundamental  prob- 
lems; instruments  and  measurements.  Alternating  system  of  current 


COAST  ARTILLERY  SCHOOL.  247 

distribution ;  complete  tests  of  apparatus ;  plans  for  installation.    Wire- 
less telegraphy  and  telephony. 

2.  Mechanical  and  steam  engineering,  advanced. — Thermody- 
namics of  the  steam  engine.  Boilers  and  accessories,  complete  test. 
Steam  engines,  complete  test.  Internal  combustion  engines,  complete 
test.  Power  plant  installation.  Economics  of  power  plant  operation. 

SPECIAL    COURSE    IN    EXPLOSIVES. 

Tinning  and  galvanizing  wire  used  in  cable  manufacture.  Analysis 
of  oils.  Analysis  of  rubber  compounds.  Gas  analysis.  Special  in- 
vestigations on  explosives. 

EXAMINATIONS. 

Examinations  will  be  held  as  soon  as  practicable  after  the  close 
of  instruction  in  each  subject  under  such  rules  as  the  school  board 
may  prescribe,  and  the  practical  exercises  and  problems  must  be  identi- 
cal for  all  student  officers  taking  the  examinations. 

In  case  a  student  officer  can  not  be  examined  at  the  regular  time, 
owing  to  sickness  or  other  cause,  he  will  be  examined  as  soon  as  prac- 
ticable after  return  to  duty.  For  this  deferred  examination  the  prac- 
tical exercises  and  problems  are  similar  to  those  given  at  the  regular 
examination. 

The  attainment  of  75  percentum  of  the  maximum  is  considered  a 
satisfactory  examination. 

An  officer  declared  deficient  in  any  subject  may  apply  at  once  in 
writing,  for  a  re-examination,  and  such  re-examination,  if  authorized 
by  the  school  board,  is  held  with  as  little  delay  as  practicable. 

Officers  unable  to  complete  the  entire  course  are  furnished  with 
certificates  of  proficiency,  signed  by  the  commandant,  in  those  sub- 
jects successfully  completed. 

GRADUATION. 

An  officer  who  passes  successfully  through  the  entire  course  of 
instruction  in  either  the  regular  course  or  the  advanced  course  is 
furnished  with  a  diploma  setting  forth  his  proficiency. 

For  record  at  the  school  and  at  the  War  Department  the  class 
in  the  regular  course  is  arranged  as  follows : 

(a).  Honor  graduates :  Those  recommended  by  the  school  board 
from  the  head  of  the  class  down  in  regular  order  and  not  exceeding 
five.  They  are  designated  in  the  Army  Register  as  "honor  graduates, 
Coast  Artillery  School,  191-—." 


248  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

(b).  Distinguished  graduates:  Those  who,  in  addition  to  the 
honor  graduates,  are  recommended  as  qualified  to  take  the  advanced 
course.  They  are  designated  in  the  Army  Register  as  "graduates, 
Coast  Artillery  School,  191—." 

(c).  Graduates:  Those  who,  in  addition  to  the  honor  graduates 
and  distinguished  graduates,  have  successfully  completed  the  course. 
They  are  designated  in  the  Army  Register  as  "graduates,  Coast  Ar- 
tillery School,  191—." 

For  publication,  the  names  of  honor  graduates,  distinguished 
graduates,  and  graduates  are  arranged  alphabetically  upon  three  separ- 
ate lists. 

For  record  at  the  school  and  at  the  War  Department  the  class 
in  the  advanced  course  upon  graduation  are  designated  as  follows : 

Graduates :  Those  who  have  successfully  completed  the  advanced 
course.  They  are  designated  in  the  Army  Register  as  "graduates, 
advanced  course,  Coast  Artillery  School,  191 — ." 

For  publication,  the  names  of  all  graduates  of  the  advanced  course 
are  arranged  alphabetically  upon  one  list. 

Officers  graduated  from  the  Coast  Artillery  School  subsequently 
to  August  15,  1906,  are  exempt  from  professional  examinations  for 
promotion  to  the  grade  next  above  that  held  by  them  at  graduation  in 
all  subjects  covered  by  their  diplomas  for  the  following  periods: 

1.  Regular  course — 

(a).     Honor  graduates,  five  years. 

(b).     Distinguished  graduates,  four  years. 

(c).     Graduates,  three  years. 

2.  Advanced  course  graduates,  six  years. 

The  commandant  forwards  to  the  Adjutant  General  of  the  Army 
at  the  close  of  each  school  year  a  report  of  the  standing  of  members 
of  the  officers'  classes. 

ENLISTED  MEN'S  DIVISION. 

In  the  annual  report  of  the  operation  of  the  Coast  Artillery  School 
for  1912,  the  following  comment  is  made  with  reference  to  the  work 
in  this  division : 

"The  instruction  given  in  the  Enlisted  Men's  Division  is  of  the  ut- 
most value,  not  only  to  the  individuals  receiving  its  benefits,  but  also  to 
the  Coast  Artillery  Corps  and  the  service  at  large.  It  is  confidently  be- 
lieved that  no  investment  of  equal  amount  made  by  the  Government  pro- 
duces greater  returns  financially  and  otherwise  than  the  appropriation  of 
$7,000  allotted  to  the  Enlisted  Men's  Division,  Coast  Artillery  School." 

The  outlines  for  the  courses  for  enlisted  men  embraced  in  the 
department  of  enlisted  specialists  are  as  follows : 


PHYSICS   LABORATORY,    COAST   ARTILLERY   SCHOOL,    FORT   MONROE,    VA. 
(DEPARTMENT  OF   ENLISTED   SPECIALISTS). 


COAST  ARTILLERY  SCHOOL.  249 

1.  Electrical  course. — Fundamental  principles  of  electrical  knowl- 
edge and  their  application.     Use  of  electrical  measuring  instruments 
and  devices.     Generators  and  motors,  alternating  current  and  direct 
current.    Cable  testing  and  general  line  work.    Telephones  and  storage 
batteries.     Searchlights.     Interior  and  exterior  wiring,  cable  splicing, 
repair  work.    Construction,  operation,  and  upkeep  of  fire-control  sys- 
tem, and  the  making  of  ordinary  repairs  to  electrical  equipment  in 
seacoast  fortifications.    Wireless  telegraphy  and  telephony.     Machine 
shop  practice  and  principles  of  power  plant  operation. 

2.  Mechanical  course. — Machine  shop  practice  including  machines 
and  tools  in  general  work  shop.    Fuels  and  combustion.    Construction, 
care,  and  operation  of  boilers  and  accessories,  and  boiler  room  manage- 
ment.    Steam  and  internal  combustion  engines;  care,  operation,  and 
management.     Principles  of  power  plant  engineering,  including  test 
of  boilers,  engines,  and  auxiliaries.    Operative  tests  of  power  plants. 
Elementary  principles  of,  and  practical  care  and  operation  of,  genera- 
tors, motors,  and  switchboards. 

The  following  War  Department  order  dated  Washington,  D.  C., 
February  23,  1914,  discontinues  this  course  and  provides  for  a  more 
extensive  substitute : 

1.  1.    The  mechanical   course  of  the  Enlisted   Men's   Division   of  the 
Coast  Artillery  School  at  Port  Monroe,  Va.,  is  hereby  discontinued  upon 
the  graduation  of  the  present  class  of  the  enlisted  men  now  pursuing  that 
course,  and  General  Orders,  No.  143,  War  Department,  1910,  as  amended, 
is  further  amended  accordingly. 

2.  A  course  for  the  instruction  of  firemen,  Coast  Artillery  Corps,  is 
general  supervision  of  the  coast  defense  commander  and  will  be  conducted 
by  the  War  Department. 

This  course  will  begin  on  the  first  day  of  May  of  each  year,  unless 
that  date  falls  upon  Saturday  or  Sunday,  in  which  case  it  will  begin  on 
the  following  Monday  and  continue  for  six  months.  It  will  be  under  the 
general  supervision  of  the  coast  defense  commander  and  will  be  conducted 
by  the  coast  defense  artillery  engineer,  assisted  by  such  enlisted  special- 
ists as  may  be  designated  by  the  coast  defense  commander. 

3.  The  course  will  be  as  follows: 

First  and  second  months. — Different  methods  of  firing  and  cleaning 
fires,  the  proper  use  of  firing  tools;  records  required;  different  types  of 
boilers,  furnaces  and  grates;  fuels,  feed-water,  combustion,  and  draft; 
repair  and  cleaning  of  boilers;  repair  of  furnaces  and  grates;  effect  of 
scale,  grease,  and  soot,  and  methods  of  preventing  and  removing  same. 

Third  and  fourth  months. — A  study  of  the  different  types,  necessity  for 
d  the  practical  operation  and  adjustment  of  the  following:     Stop  valves, 
:ety  valves,  injectors,  feed  pumps,  feed-water  heaters,  condensers,  steam 
aps,   steam  separators,   oil   separators,  grease   extractors,   lubricators,   the 
e   of   the   thermometer,   draft   gauge,   automatic   damper   regulator,   com- 
ustion   (CO2>   recorder,  steam  gauge,  and  water  column. 

Fifth  month. — Repair  work,  to  include  packing  of  condenser  tubes, 
ve  stems,  and  piston  rods,  grinding  valves,  putting  in  new  gaskets, 
caulking  leaks,  method  of  putting  a  new  tube  in  a  boiler,  stopping  leaks  at 
ends  of  boiler  tubes,  repairing  air  leaks  in  boiler  setting. 

Sixth  month. — Practical  operation  of  steam  engine,  condenser,  generator, 
and  switchboard;  elementary  electricity,  to  include  magnetism,  batteries, 
Ohm's  law,  dynamos,  measuring  instruments  and  switchboard  appliances. 


250  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

4.  The  following  textbooks  are  prescribed  and  may  be  obtained  from 
the  library,  Coast  Artillery  School,  upon  application  to  the  commandant: 

"Steam  Boilers,"  Shealey;  McGraw-Hill  Book  Co. 

"Steam  Boilers,"  Hawkins. 

"Power  Catechism,"  McGraw-Hill  Book  Co. 

"The  Fireman's  Guide,"  Dahlstrom;    Spon  &  Chamberlain. 

"Lessons  in  Practical  Electricity,"  Swoope. 

Catalogues  should  also  be  obtained  by  the  coast  defense  artillery  engi- 
neer from  the  manufacturers  of  the  apparatus  installed  in  the  power  plants 
of  the  coast  defenses  in  which  he  is  stationed. 

5.  Upon  the  conclusion  of  the  course,  oral  and  practical  examinations 
will  be  held  as  soon  as  practicable.     They  will  be  conducted  by  the  coast 
defense  artillery  engineer,  under  the  direction  of  the  coast  defense  com- 
mander, at  such  places  as  the  materiel  or  equipment  pertaining  to  the  sub- 
ject in  hand  is  located;  and  in  determining  the  qualifications  of  candidates, 
credit  will  be  given   for  practical   knowledge  of  subjects   rather  than   for 
textbook  answers  to  questions.     The  attainment  of  75  per  centum  of  the 
maximum  will  be  considered  a  satisfactory  examination.     The  examination 
questions  will  be  prepared  by  the  Coast  Artillery  School  Board  and   sent 
direct   to   the   coast   defense   commanders   concerned,   due   allowance   being 
made  for  the  materiel  and  equipment  of  the  coast  defenses  in  which  the 
course  is  being  conducted. 

6.  Upon  completion  of  the  examination,  the  papers,  properly  marked, 
will  at  once  be  forwarded  to  The  Adjutant  General  of  the  Army. 

7.  Those  candidates  whose  examinations  are  satisfactory  will  be  fur- 
nished with  certificates  of  proficiency  and  be  eligible  for  appointment  as 
firemen,  Coast  Artillery  Corps. 

8.  In  order  to  be  eligible  for  this  course  of  instruction,  an   enlisted 
candidate   must   have   had   at   least   one   year's   continuous   service   in   the 
Coast  Artillery  Corps  or   the  Coast  Artillery   School   Detachment   immedi- 
ately preceding  the  beginning  of  the  course. 

9.  Candidates  will  make  application  to  The  Adjutant  General  of  the 
Army,  through  military  channels,  those  stationed  in  the  United  States  not 
later  than  January  1  and  those  stationed  in  the  insular  possessions  suffi- 
ciently early  to  reach  The  Adjutant  General  of  the  Army  not  later  than 
December    1    of   each    year.     These    applications    will    be    indorsed    by   the 
candidate's  company,  fort,  and  coast  defense  commanders  and  will  state  his 
aptitude,  character,  and  desirability. 

10.  Before    being    designated    to    take    the    course,    a    candidate    who 
complies   with   the   conditions   stated   above   will   be   examined   in   writing, 
under  the  direction  of  his  commanding  officer  in  the  presence  of  a  com- 
missioned officer,  in  the  elements  of  arithmetic,  to  include  addition,  sub- 
traction, multiplication,  long  division,  and  decimals. 

11.  The  questions  for  this  examination  will  be  prepared  by  the  Coast 
Artillery  School  Board  and  will  be  sent  to  the  coast  defense  commanders 
concerned.     The  examination  will  be  held  in  the  United  States  on  March  1 
and   in   the   insular   possessions   on   February   1   of   each   year.     Upon    the 
completion  of  the  examination  the  papers  will  be  marked  by  the  officer 
supervising  the  examination  and  will  be  forwarded  to  The  Adjutant  Gen- 
eral of  the  Army.     The  attainment  of  75  per  centum  of  the  maximum  will 
be  considered  satisfactory. 

12.  During  the  period  of  instruction  and  pending  his  appointment  to 
the  grade  of  fireman,  the  candidate  will  be  detailed  as  an  acting  fireman  and 
will  be   excused   from   all   other   duty. 

13.  For  the  present  year  the   courses  established   will  begin  June   1, 
1914,  and  applications  should  reach  The  Adjutant  General  of  the  Army  not 
later  than  May  1,  1914. 

3.  Artillery  course. — Mathematics  to  include  algebra,  plane  geom- 
etry, plane  trigonometry,  and  logarithms.  Seacoast  engineering.  Sur- 
veying and  topography.  Photography  and  photoprinting.  Artillery 
material,  position  finding,  and  range  tables.  Construction  of  war  game 
material  and  instruction  in  the  mechanical  operation  of  the  devices  used. 


COAST  ARTILLERY   SCHOOL.  251 

Mechanical  drawing,  chart-making,  and  tinting.     Machine  shop  prac- 
tice, including  use  of  hand  and  machine  tools. 

STUDENTS. 

Students  in  the  department  of  enlisted  specialists  consist  of  the 
following:  Such  candidates  for  appointment  to  the  grades  of  master 
gunner,  electrician  sergeant,  second  class,  and  fireman  as  may  be 
designated  by  the  War  Department ;  such  master  electricians,  engineers, 
electrician  sergeants,  master  gunners,  and  fireman  as  may  be  designated 
by  the  Secretary  of  War  and,  in  addition,  on  the  recommendation  of  the 
Chief  of  Coast  Artillery,  such  enlisted  men  holding  a  certificate  of 
proficiency  in  any  course  and  awaiting  appointment  to  the  grade  for 
which  they  have  qualified,  as  may  be  designated  by  the  Secretary  of 
War  to  take  any  of  the  prescribed  courses  of  study  therein. 

Any  master  electrician,  engineer,  electrician  sergeant,  master  gun- 
ner, or  fireman,  who  has  been  designated  to  take  a  prescribed  course 
of  study  at  the  school  and  fails  to  complete  such  course  to  the  satis- 
faction of  the  school  board  is  discharged  from  the  service  for  the  con- 
venience of  the  Government,  and  will  not  be  eligible  for  appointment  or 
to  re-enlistment  in  the  grade  held  by  him  at  the  time  of  his  discharge. 

In  order  to  be  eligible  for  a  course  of  instruction,  an  enlisted 
candidate  for  master  gunner,  electrician  sergeant,  second  class,  or  fire- 
man, must  have  had  at  least  one  and  one-half  years'  continuous  ser- 
vice in  the  Coast  Artillery  Corps  or  the  Coast  Artillery  School  De- 
tachment immediately  prior  to  the  beginning  of  the  school  term.  A  can- 
didate stationed  in  the  United  States  makes  application  to  The  Adjutant 
General  of  the  Army,  through  military  channels,  on  or  before  July 
1,  for  permission  to  attend  the  school;  a  candidate  stationed  in  the  in- 
sular possessions  makes  application  early  enough  to  reach  The  Adjutant 
General  of  the  Army  not  later  than  February  1.  He  must  be  practically 
familiar  with  one  or  more  classes  of  machinery,  apparatus,  or  equip- 
ment pertaining  to  the  course  selected,  and  satisfy  his  commanding 
officer  of  his  ability  to  pursue  successfully  the  course  of  study  pre- 
scribed. Before  admission  to  the  school  a  candidate  who  complies 
with  the  conditions  stated  above  is  examined,  in  writing,  under  the 
direction  of  his  commanding  officer,  in  the  presence  of  a  commissioned 
officer,  the  questions  for  such  examinations  being  prepared  by  the 
school  board  and  sent  to  post  commanders.  The  examination  is  held 
in  the  United  States  on  May  1  and  in  the  Philippine  Islands  on 
April  1. 


252  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

Candidates  for  admission  to  the  electrical  course  will  be  ex- 
amined in  the  following  subjects:  (a)  Arithmetic;  (b)  algebra,  to 
include  simple  exercises  (not  problems)  and  the  solution  of  equations 
of  the  first  degree  containing  two  unknown  quantities ;  (c)  elementary 
steam  engineering;  (d)  elementary  electricity  and  its  practical  ap- 
plications; (e)  elementary  power  transmission.  For  admission  to  the 
mechanical  course  candidates  will  be  examined  in:  (a)  Arithmetic; 
(b)  algebra,  to  include  simple  exercises  (not  problems)  and  the  solu- 
tion of  equations  of  the  first  degree  containing  two  unknown  quanti- 
ties; (c)  elementary  practical  knowledge  of  power  plants;  (d)  elemen- 
tary knowledge  of  machinery  and  machine  and  hand  tools.  For  ad- 
mission to  the  artillery  course  candidates  will  be  examined  in:  (a) 
Arithmetic;  (b)  algebra,  to  include  simple  exercises  (not  problems) 
and  the  solution  of  equations  of  the  first  degree  containing  two  un- 
known quantities;  (c)  plane  geometry;  (d)  battery  equipment  and 
material. 

The  examination  papers  are  forwarded  directly  to  the  command- 
ant, who,  on  June  1  of  each  year,  forwards  to  The  Adjutant  General 
of  the  Army  his  recommendations  as  to  the  candidates  to  be  selected. 

Those  candidates  who  successfully  complete  the  prescribed  elec- 
trical course  are  furnished  with  certificates  of  proficiency,  and  are 
reported  by  the  commandant  to  the  War  Department  as  eligible  for 
appointment  as  electrician  sergeants,  second  class.  Those  who  success- 
fully complete  the  prescribed  mechanical  course  are  furnished  with 
certificates  of  proficiency,  and  are,  in  like  manner,  reported  as  elegible 
for  appointment  as  fireman.  Those  candidates  who  successfully  com- 
plete the  prescribed  artillery  course  are  furnished  with  certificates  of 
proficiency,  and  are,  in  like  manner,  reported  as  eligible  for  appoint- 
ment as  master  gunners. 

Unless  otherwise  directed  the  commandant,  at  the  end  of  the 
school  year,  relieves  from  duty  at  the  school  those  enlisted  students 
who  have  failed  to  complete  successfully  the  prescribed  course  of  study, 
and  by  the  authority  of  the  Secretary  of  War  orders  men  thus  relieved 
to  rejoin  their  proper  station,  provided  the  station  be  within  the  limits 
of  the  United  States.  The  commandant  may,  also,  at  any  time  during 
the  school  year,  relieve  from  duty  and  return  to  his  station  as  in- 
dicated above,  any  enlisted  student  in  the  department  of  enlisted 
specialists  who  may  have  demonstrated  his  incapacity  or  unfitness  to 
pursue  the  prescribed  course  of  study. 


COAST  ARTILLERY  SCHOOL. 


253 


THE  SCHOOL  YEAR. 

The  course  of  instruction  commences  on  the  third  day  of  January 
of  each  year  or  on  the  following  Tuesday  when  the  third  falls  on 
Saturday,  Sunday,  or  Monday,  and  the  work  of  the  school  is  carried 
on  daily  until  the  first  day  of  the  following  December,  except  on 
Saturdays,  Sundays,  and  the  authorized  holidays. 

DISCIPLINE. 

Discipline  is  maintained  by  the  same  rules  and  regulations  as 
prescribed  for  the  Army  in  general,  and  by  the  regulations  adopted 
for  the  school. 


CHAPTER   IX. 

THE  ENGINEER  SCHOOL,  UNITED  STATES  ARMY. 
(Washington  Barracks,  District  of  Columbia). 

"In  the  old-fashioned  view  of  life,  each  human  being  went  through  a 
period  of  preparation,  which  was  followed  by  a  distinct  and  separate  period 
of  life-work.  When  such  a  person  left  school  or  college  he  was  thought  to 
have  finished  his  education  and  to  have  begun  serious  business.  I  think 
we  have  all  come  to  see  how  artificial  was  this  distinction  and  how  evil  were 
many  of  the  results  which  followed  from  it.  We  now  understand  that 
well-developed  men  and  women  should  allow  their  education  to  cease  only 
when  their  life  ceases.  We  no  longer  attempt  to  separate  our  years  into 
two  periods,  one  of  training  and  the  other  of  work.  We  hold  rather  that 
work  should  begin  in  the  period  of  training  and  that  training  should 
continue  throughout  the  period  of  active  work." — Arthur  T.  Hadley. 

HISTORICAL  SKETCH. 

Subsequent  to  the  act  of  Congress  March  16,  1802,  which  fixed 
the  military  peace  establishment  of  the  United  States,  there  were  no 
engineer  troops  in  the  service  other  than  the  company  of  Bombardiers 
attached  for  a  short  time  to  the  Military  Academy,  until  "Company  A" 
was  authorized  by  act  of  May  15,  1846,  to  meet  the  exigencies  of  the 
war  with  Mexico.  After  the  close  of  this  war  this  company  was 
stationed  at  West  Point  where  it  assisted  in  the  instruction  of  the 
cadets  in  practical  military  engineering,  but  its  most  important  duty 
was  along  experimental  lines,  testing  out  different  patterns  of  bridge 
trains  which  were  calculated  to  take  the  place  of  the  rubber  pontoons. 
The  experiments  and  investigations  were  conducted  chiefly  by  Lieuten- 
ant Duane  of  this  company,  and  proved  to  be  of  immense  value  during 
the  Civil  War. 

On  August  3,  1861,  shortly  after  the  outbreak  of  the  Civil  War, 
Congress  authorized  three  more  companies  of  engineers  and  on  August 
6th  of  the  same  year,  one  company  of  topographical  engineer  troops, 
the  engineer  service  at  that  date  being  divided  between  these  two  corps. 
The  engineers  and  the  topographical  engineers  were  consolidated  by 
act  of  March  3,  1863,  and  four  of  these  companies  served  as  a  bat- 
talion and  was  attached  directly  to  the  headquarters  of  the  Army  of 
the  Potomac,  participating  in  the  campaigns  of  that  army  from  York- 
town  to  Appomattox.  Company  E  was  recruited  at  Detroit  in  1865. 
Congress  formally  recognized  the  battalion  organization  by  act  of 
July  28,  1866. 

The  original  organization  of  Company  A  called  for  one  hundred 
enlisted  men,  which  was  increased  to  one  hundred  and  fifty  men  at  the 
time  the  organization  of  the  new  companies  was  authorized.  In  the 


THE  ARMY  ENGINEER  SCHOOL.  255 

reduction  of  the  army  after  the  Civil  War  the  number  allowed  to  be 
recruited  for  the  entire  battalion  was  fixed  in  December,  1870,  at  354 
men ;  on  July  1,  1871,  at  301  men ;  on  July  3,  1873,  at  350  men  and  on 
May  9,  1877,  at  200  men.  This  number  was  increased  to  450  men 
on  August  5,  1884.  The  first  reduction  resulted  in  the  breaking  up  of 
the  posts  at  Yerba  Buena  Island  and  Jefferson  Barracks,  the  reduction 
of  Company  D  to  a  "skeleton"  organization  and  the  transfer  of  Com- 
pany E  to  West  Point. 

After  mustering  out  of  the  service  of  the  Army  of  the  Potomac  at 
the  close  of  the  war  the  question  arose  what  disposition  should  be  made 
of  the  Engineer  Battalion.  After  considerable  indecision  the  follow- 
ing dispositions  were  made:  It  was  decided  to  create  an  engineer 
post  under  the  direct  control  of  the  chief  of  engineers  at  Willets 
Point,  New  York;  to  send  Company  A  to  West  Point;  to  station 
Companies  B,  C,  and  D  at  Willets  Point,  and  to  send  Company  E  to 
Jefferson  Barracks,  Missouri,  where  was  to  be  stored  the  accumulation 
of  engineer  property  remaining  after  the  discharge  of  the  western 
armies.  Company  D  was  subsequently  transferred  to  California  in 
August,  1867,  and  took  its  first  station  at  Fort  Point  and  later  at 
Yerba  Buena  Island,  and  Company  A  was  transferred  from  West 
Point  to  Willets  Point  on  September  3,  1867,  having  been  re- 
placed at  its  former  station  by  a  small  detachment  from  the  Battalion. 
The  instruction  of  the  companies  at  the  three  posts  was  prescribed  by 
the  Battalion  commander.  He  also  acted  as  superintendent  of  the 
engineer  recruiting  service,  officers  of  the  corps  on  other  duty  at 
several  cities  having  charge  of  the  actual  enlistments. 

These  were  the  dispositions  and  general  conditions  under  which 
the  Engineer  School  of  Application  originated.  It  was  really  divided 
between  three  stations,  or  posts,  prior  to  the  abandonment  of  Yerba 
Buena  Island  and  Jefferson  Barracks,  in  1871. 

When  the  Army  of  the  Potomac  was  mustered  out  of  service  in 
the  summer  of  1865,  General  Duane  who  had  been  its  chief  engineer 
officer,  reported  for  duty  to  General  Delafield,  then  Chief  of  Engi- 
neers of  the  Army,  and  was  assigned  to  the  command  of  the  Battalion 
of  Engineers  and  ordered  to  take  charge  of  the  construction  of  the 
fortifications  at  Willets  Point,  and  to  command  the  new  engineer  post. 
Companies  B  and  D  were  sent  there  to  receive  and  store  the  engineer 
property  and  were  later  joined  by  Company  C,  which  had  remained 
at  Washington  to  collect  and  ship  the  stores.  In  the  autumn  of  1865, 
Colonel  Henry  L.  Abbott,  who  had  been  in  command  of  a  volunteer 
regiment,  was  assigned  by  General  Delafield  to  the  command  of  the 


256  MILITARY  EDUCATION  IN   THE  UNITED  STATES. 

Battalion  of  Engineers  which  was  at  the  time  under  the  immediate 
command  of  Captain  (Brevet  Colonel)  Harwood,  General  Duane's 
health  being  such  that  he  was  left  in  command  of  the  post  but  re- 
lieved of  the  responsibility  for  the  Battalion.  It  was  not  until  June 
1,  1866,  that  Colonel  Abbott  reported  for  duty  at  Willets  Point,  having 
in  the  meantime  been  ordered  to  report  to  General  Humphreys  for 
temporary  duty  on  the  Mississippi  River. 

There  seemed  to  be  something  of  a  duplication  of  orders  in  the 
assignment  of  General  Duane  and  Colonel  Abbott  to  the  command 
of  the  Engineer  Battalion  but  this  difficulty  was  fully  met  by  an  order 
issued  by  General  Duane  defining  the  relations  existing  between  him- 
self and  Colonel  Abbott  as  that  existing  between  the  superintendent 
and  commandant  at  West  Point.  This  was  the  relation  that  existed 
between  these  two  officers  at  Willets  Point  until  October,  1868,  when 
General  Duane  was  relieved  from  duty  at  this  post. 

In  October,  1866,  General  Humphreys  having  succeeded  to  the 
command  of  the  Engineer  Corps  made  his  first  inspection  of  the  post 
at  Willets  Point.  At  this  time  a  plan  for  the  School  of  Application 
for  officers  and  men  of  the  Engineer  Corps  was  discussed.  It  was 
considered  that  the  locality  was  well  suited  for  the  practical  instruc- 
tion of  the  troops  in  works  of  siege  including  land  mining,  in  mili- 
tary bridge  exercises,  and  in  military  reconnaissance  of  the  surround- 
ing country  to  serve  as  a  basis  for  the  study  of  defensive  lines.  A 
program  for  the  officers  was  a  more  complex  problem.  Something 
to  meet  the  actual  needs  of  young  officers  resulting  from  the  fact  that 
while  admirably  trained  at  West  Point  in  theoretical  rudiments  of 
their  professions,  and  in  many  practical  details  of  the  military  duties 
of  all  arms  of  service,  they  have  still  much  to  learn  about  the  prac- 
tical use  and  care  of  delicate  surveying,  astronomical  and  other  in- 
struments in  constant  employment  by  the  Corps  of  Engineers.  This 
needful  practice  had  been  secured  before  the  war  by  early  assignment 
to  duty  on  the  survey  of  the  Great  Lakes,  or  on  exploration  for  a 
Pacific  railroad,  or  the  determination  of  international  or  state  bound- 
aries. In  General  Humphreys'  view  it  would  be  inexpedient  for  a 
young  officer  to  resume  at  once  the  studies  and  recitations  which  for 
four  years  had  occupied  so  much  of  his  time  at  West  Point,  as  a 
post  graduate  course  of  technical  reading.  He  thought  the  young 
graduate  should  be  made  to  feel  that  his  schoolboy  days  were  over 
and  that  he  was  now  responsible  for  the  use  of  the  time  available 
for  reading.  In  a  word,  Willets  Point  should  be  made  a  School  of 
Application  and  not  an  undergraduate  affair.  It  was  also  planned  to 


THE  ARMY  ENGINEER  SCHOOL.  257 

make  the  school  a  special  laboratory  of  the  Engineer  Corps  where  with 
the  assistance  of  officers  and  enlisted  men  any  investigations  requiring 
experimental  research  should  be  conducted.  Such  an  establishment 
had  always  been  needed  by  our  army. 

Such  was  the  general  plan  which  occupied  the  mind  of  General 
Humphreys  to  which  Colonel  Abbott  acceded.  The  latter,  however, 
suggested  that,  as  some  of  the  work  that  officers  would  be  called  upon 
to  perform  lay  beyond  the  usual  requirements  at  military  posts,  it 
would  be  well  to  have  the  War  Department  give  the  institution  an 
official  recognition  as  had  been  given  in  the  case  of  the  Artillery 
School  at  Fort  Monroe,  Virginia.  General  Humphreys  did  not  agree 
with  this  suggestion,  at  least  he  thought  best  not  to  ask  such  recog- 
nition until  some  future  date.  He  pointed  out  that  the  command  of 
the  Battalion  carried  with  it  the  requisite  authority  for  putting  into 
effect  the  course  of  instruction,  and  that  in  case  of  any  question  his 
support  could  be  depended  upon.  In  other  words,  it  was  thought  best 
to  grope  out  a  way  at  first  until  experience  had  indicated  the  best 
solution  of  the  problem.  Thus  was  inaugurated  the  original  School 
of  Application. 

The  roster  of  officers  on  duty  with  the  companies  at  this  time 
shows  that  all  had  graduated  at  the  Military  Academy  at  West  Point 
during  the  progress  of  the  war  and  had  had  no  experience  in  the 
civil  duties  of  the  Corps  of  Engineers.  Furthermore,  the  Battalion 
organization  had  not  been  recognized  by  Congress  and  had  been  im- 
provised to  meet  the  needs  of  an  active  field  service.  Graduates  of 
the  Military  Academy  on  reporting  for  duty  had  all  been  assigned  to 
a  company,  which  method  made  the  Battalion  a  sort  of  headquarters 
when  the  Army  was  stationary,  but  when  a  movement  of  troops  oc- 
curred the  demands  for  engineers  with  divisions  and  brigades  caused 
so  many  temporary  detachments  of  officers  from  the  Battalion  that 
it  often  marched  under  the  command  of  the  acting  sergeant-major. 
Colonel  Abbott  appointed  an  adjutant  and  a  quartermaster  of  the 
Battalion  on  October  3,  1866. 

"On  assuming  command  I  had  found  the  officer  of  the  day  re- 
ceiving dress  parades,  first  sergeants  commanding  the  companies," 
says  Colonel  Abbott  in  his  "Early  Days  of  the  Engineer  School  of 
Application."  "Under  such  conditions  the  summer  of  1866  was 
naturally  devoted  to  establishing  the  usual  routine  of  duty  at  a  mili- 
tary post,  and  to  carrying  out  Colonel  Harwood's  drill  orders  cover- 
ing infantry,  pontooneering  and  the  construction  of  three  field  bat- 
teries." 
17 


258  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

The  instruction  ordered  for  the  summer  of  1867,  which  period 
marked  the  real  beginning  of  systematic  work,  prescribed  the  com- 
pletion of  the  battery,  and  a  considerable  amount  of  other  practical 
work.  The  course  in  pontooneering  covered  all  details,  including  row- 
ing, bridge  building  with  wood  and  canvas  pontoons,  loading  and  un- 
loading the  wagons,  etc.  In  infantry  it  covered  company,  battalion,  and 
skeleton  drill  in  the  school  of  the  brigade,  bayonet  exercises,  and 
Heth's  target  practice. 

The  lack  of  space  forbids  tracing  from  year  to  year  the  gradual 
development  in  summer  instruction  at  the  posts  occupied  by  the 
Battalion  of  Engineers.  In  brief,  however,  this  instruction  covered 
verbal  questioning  of  the  soldiers  by  their  officers  at  the  model  bat- 
teries ;  the  practical  driving  of  mining  galleries ;  the  explosion  of  gun 
powder  and  dynamite  mines,  the  formation  by  small  charges  of 
cavities  for  camouflets  in  countermining;  the  construction  and  break- 
ing of  improvised  bridges  over  dry  ravines;  the  making  of  military 
maps  by  officers,  noncommissioned  officers,  and  selected  privates  upon 
the  system  defined  by  Battalion  order  in  1868,  which  had  been  adopted 
after  large  experience  in  the  Civil  War,  and  the  rapid  multiplication  of 
military  maps  by  various  photographic  processes.  Practice  in  car- 
pentry and  masonry  in  the  construction  of  the  new  post  buildings  was 
also  given  which  work  continued  actively  until  1875.  Drills  were  held 
in  a  large  circular  building  one  hundred  and  ten  feet  in  diameter, 
floored  with  moulding  sand  where  the  construction  of  batteries,  par- 
allels, saps  and  other  works  of  siege  on  a  scale  of  one-sixth  was  ex- 
ecuted with  great  advantage.  Elaborate  instruction  in  submarine 
mining  was  also  given. 

During  the  winter  of  1867-68  daily  recitations  in  field  fortifica- 
tions, pontoon  manual  and  infantry  tactics,  were  prescribed  for  the 
noncommissioned  officers.  Company  drills,  bayonet  exercises  and 
other  practical  instruction  suitable  to  the  season  were  given  the  en- 
listed men.  A  school  for  soldiers  had  been  authorized  under  act  of 
Congress  of  July  28,  1866.  It  was  opened  under  the  following  con- 
ditions : 

"Attendance  to  be  voluntary.  Those  desiring  to  attend  to  meet  and 
elect  three  of  their  number  to  constitute  a  School  Committee  for  the 
season,  whose  first  duty  would  be  to  prepare  a  classified  list  of  the  studies 
desired.  The  necessary  room,  with  fire,  light,  blackboards,  tables,  etc.,  to 
be  provided  without  expense  to  the  scholars;  ultimately  the  Post  fund 
assisted  in  the  purchase  of  books.  This  school  proved  highly  successful, 
the  Battalion  containing  many  men  desirous  to  improve  themselves  by 
study.  Three  departments,  mathematics,  language  and  English  branches 
were  formed,  including  arithmetic,  algebra,  geometry,  English  grammar, 
French,  Spanish,  history,  international  law,  geography,  and  penmanship. 
Four  officers  were  detailed  in  each  department,  one  to  be  present  on  three 


THE  ARMY  ENGINEER  SCHOOL.  259 

nights  for  three  consecutive  weeks  from  6:30  to  8:00  p.  m.  to  hear  and 
mark  the  recitations." 

This  school  continued  annually  during  the  entire  tour  of  duty 
of  Colonel  Abbott,  ending  in  1886. 

A  plan  for  making  profitable  use  of  the  time  of  officers  during 
the  winter  months  when  practical  exercises  were  not  feasible  was 
worked  out  by  General  Duane  and  Colonel  Abbott.  This  plan  provided 
for  a  systematic  study  of  the  civil  duties  of  the  Corps,  as  most  of  the 
officers  had  just  served  with  distinction  in  a  great  war,  but  had  had 
no  practical  experience  in  their  civil  duties. 

The  proposed  plan  contemplated  the  organization  of  a  club  for 
individual  reading  and  the  preparation  of  papers  on  professional  sub- 
jects for  discussion.  The  idea  at  once  proved  popular  and  the  re- 
sult was  the  organization  of  the  Essayons  Club  of  the  Corps  of  En- 
gineers, which  became  the  germ  of  the  School  of  Application. 

The  active  membership  in  the  Essayons  Club  was  composed  of  all 
officers  on  duty  at  Willets  Point  who  desired  to  join  and  such  other 
persons  as  should  be  unanimously  elected.  All  the  officers  joined  the 
Club.  The  honorary  membership  consisted  of  all  other  officers  of 
the  Corps  of  Engineers  and  such  others  as  were  unanimously  elected. 
Meetings  were  held  on  Monday  of  each  week  during  the  season. 

This  plan  proved  highly  successful.  The  first  paper  was  read 
by  General  Duane  at  the  first  meeting  of  the  Club  held  January  28, 
1868.  His  paper  pertained  to  the  experiments  conducted  at  West 
Point  to  develop  the  best  patterns  of  bridge  train  for  the  Army.  As 
the  tactical  work  of  the  school  increased  meetings  were  held  at  longer 
intervals,  and  finally  the  club  died  a  natural  death  in  1882. 

This  sketch  would  extend  beyond  a  reasonable  limit  if  it  should 
be  attempted  to  follow  year  by  year  the  gradual  development  of  the 
School  of  Application.  The  fundamental  idea  however,  was  the  study 
of  natural  phenomena  with  a  view  to  a  specific  application  of  the 
information  acquired.  As  General  Abbott  expresses  it : 

"Reading  can  be  done  anywhere,  research  demands  tools  and  skill  in 
using  them,  and  these  are  not  to  be  had  at  ordinary  stations  of  the  Corps. 
It  should  be  the  function  of  the  School  to  supply  them." 


P 


In  brief  the  work  of  the  School  included  investigations  and 
ractical  application  in  the  fields  of  meteorology,  military  reconnais- 
sances and  surveys,  field  astronomy,  tidal  and  current  measurements, 
military  photography,  submarine  mining  service,  and  numerous  other 
subjects  having  a  close  relation  with  the  work  of  the  Engineer  Corps 
in  both  its  civil  and  military  functions. 


260  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

Probably  the  most  important  work  conducted  at  Willets  Point 
during  the  first  twenty  years  of  its  use  as  a  school  of  application  was 
researches  connected  with  submarine  mining.  As  early  as  May,  1869, 
General  Humphreys,  with  the  sanction  of  the  Secretary  of  War,  as- 
signed to  the  Battalion  of  Engineers  the  duty  of  developing  a  torpedo 
system,  as  an  accessory  to  the  permanent  seacoast  defenses  of  the 
country.  A  great  many  experiments  were  made  including  the  testing 
of  various  forms  of  explosives.  During  the  course  of  these  experi- 
ments close  relations  were  maintained  between  the  School  of  Applica- 
tion and  the  Naval  Torpedo  School  at  Newport.  Visits  were  often 
exchanged  and  new  ideas  were  mutually  communicated. 

A  radical  change  in  the  methods  of  instruction  took  place  in 
November,  1882.  Prior  to  this  time  no  regular  recitations  or  examina- 
tions had  been  required.  Under  this  change  the  three  captains  con- 
stituted, under  the  commanding  officer,  a  board  of  instruction.  They 
were  individually  to  take  military  charge  for  one  week  in  turn  of 
the  buildings  and  details  of  officers  and  enlisted  men,  and  to  direct 
the  course  of  reading,  experiments  and  drills.  The  student  officers 
were  divided  into  two  classes  according  to  their  periods  of  service 
with  the  troops.  The  board  held  semi-annual  examinations. 

Again  quoting  General  Abbott: 

"It  is  a  little  singular,  but  it  is  nevertheless  a  fact,  that  the  establish- 
ment was  officially  recognized  as  a  torpedo  school  prior  to  its  recognition 
as  an  engineer  school  of  application.  General  Sherman  who  often  visited 
Willets  Point  and  took  great  interest  in  the  researches  in  submarine 
mining,  issued  the  following  order  through  The  Adjutant  General's  office 
on  August  30,  1880: 

"  'When  the  number  of  subaltern  officers  absent  from  any  of  the  artil- 
lery regiments  does  not  exceed  11,  the  commanding  officer  of  each  regiment 
is  authorized,  with  the  approval  of  the  department  commander,  to  order 
one  subaltern  to  Willets  Point,  New  York,  January  1st  of  each  year,  to 
serve  six  full  months,  to  receive  instruction  in  torpedo  service.' " 

Under  the  above  order  a  class  of  artillery  officers  annually  took 
the  course  in  submarine  mining  under  conditions  prescribed  in  Bat- 
talion orders  of  January  3,  1881,  which  gave  them  in  all  respects  the 
same  advantages  as  the  engineers. 

A  systematic  course  for  the  instruction  of  enlisted  men  in  sub- 
marine mining  was  early  inaugurated.  During  the  summer  season 
soldiers  were  practiced  in  planting  and  raising  mines;  in  firing  them; 
and  in  boat  service  generally. 

It  will  be  observed  from  what  has  gone  before  that  the  develop- 
ment of  the  Engineer  School  of  Application  was  a  gradual  process. 
"To  furnish  the  officers  with  every  possible  facility  for  perfecting 
themselves  in  a  knowledge  of  the  principal  duties  of  the  Corps,  had 


THE  ARMY  ENGINEER  SCHOOL.  261 

been  kept  steadily  in  view,  and  an  advance  had  been  made  as  rapidly 
as  the  means  at  hand  would  permit." 

On  September  24,  1890,  the  official  title  of  the  School  was  changed 
to  "United  States  Engineer  School."  At  this  time  there  were  five 
departments  of  instruction,  viz. :  Military  Engineering,  Submarine 
Mining,  Civil  Engineering,  Practical  Astronomy,  and  Military  Pho- 
tography. 

In  1901  the  name  of  the  School  was  again  changed  to  Engineer 
School  of  Application,  U.  S.  Army,  and  the  School  was  moved  to 
Washington  Barracks,  D.  C.  In  1904  the  School  was  designated  the 
Engineer  School,  which  is  its  present  title. 

As  now  organized  there  are  three  departments  of  instruction, 
Military  Engineering,  Civil  Engineering,  and  Electrical  and  Mechanical 
Engineering. 

In  1909  so  much  of  Military  Engineering  as  pertains  to  the 
mobile  army  was  taken  from  the  course  and  transferred  to  the  Army 
Field  Engineer  School,  at  Fort  Leavenworth,  Kansas.  (See  Chapter 
VII). 

The  object  of  the  Engineering  School  is  to  prepare  the  junior 
officers  of  the  Corps  of  Engineers  for  the  active  duties  of  their  arm 
and  corps;  to  make  researches  in  such  branches  of  science  as  relate 
to  the  duties  of  the  Corps  of  Engineers ;  to  disseminate  information  so 
obtained ;  to  make  such  experiments  and  recommendations  and  to  give 
such  instruction  as  may  be  necessary  for  the  civil  engineering  work 
of  the  Army. 

ORGANIZATION. 

The  Engineer  School  at  Washington  Barracks  is  under  the  super- 
vision and  control  of  the  Chief  of  Engineers  of  the  United  States 
Army.  It  consists  of  a  commandant,  a  secretary,  and  such  directors, 
instructors,  student  officers,  and  troops  as  may  be  assigned  to  it  for 
duty  of  instruction  by  orders  from  the  War  Department.  The  Chief 
of  Engineers  of  the  Army  may  correspond  directly  with  the  com- 
mandant of  the  school  on  questions  of  a  technical  character  which  do 
not  involve  matters  of  command,  discipline,  or  administration  and  do 
not  relate  to  the  status  or  interests  of  individuals. 

THE  COMMANDANT  OF  THE  SCHOOL. 

The  general  administration  of  the  school  is  intrusted  to  the  com- 
mandant. In  case  of  the  absence  or  disability  of  the  commandant  the 


262  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

senior  engineer  officer  present  for  duty  at  Washington  Barracks  acts 
in  his  place  in  all  matters  pertaining  to  the  school. 

The  commandant  makes  application  to  The  Adjutant  General  of 
the  Army  for  such  articles  of  supplies  as  are  required  for  the  school, 
and  directs  the  expenditure  of  such  authorized  quantities  of  material 
as  are  necessary. 

The  commandant  submits  to  The  Adjutant  General  of  the  Army, 
on  or  before  August  31  of  each  year,  a  report  of  the  operations  of  the 
school  for  the  year  ending  on  the  30th  of  June  preceding,  with  such 
suggestions  and  recommendations  as  he  deems  desirable  for  the  in- 
terests of  the  school.  He  also  submits  to  The  Adjutant  General,  on 
June  30th  of  each  year,  a  detailed  program  of  instruction  to  be  car- 
ried out  at  the  school  during  the  ensuing  school  year.  This  program, 
when  approved  by  the  Secretary  of  War,  with  such  modifications  as 
are  deemed  necessary,  is  returned  to  the  commandant  for  the  informa- 
tion and  guidance  of  the  officers  on  duty  at  the  school. 

THE   SECRETARY. 

The  secretary  of  the  school  is  the  custodian  of  the  records,  books, 
and  property  of  the  school,  and  the  recorder  of  the  school  board. 
He  conducts  the  correspondence  of  the  school  and  promulgates  th< 
orders  of  the  commandant. 

The  school  library  is  maintained  separate  and  apart  from  th< 
post  library  at  Washington  Barracks.  In  case  of  loss  or  damage  to 
any  book,  periodical,  map,  or  other  property  belonging  to  the  school, 
the  person  responsible  for  such  loss  or  damage  makes  the  same  go< 
by  the  payment  of  the  actual  cost  of  the  article  or  the  cost  of  repairs. 
This  amount  is  assessed  by  the  secretary  of  the  school,  whose  actic 
when  approved  by  the  commandant,  is  final. 

DIRECTORS  AND  INSTRUCTORS. 

When  practicable  the  directors  and  instructors  are  senior  in  rank 
to  the  student  officers,  but  whether  senior  or  junior  the  directors  and 
instructors  while  in  the  execution  of  their  duty  must  be  accorded  the 
respect  due  to  their  position. 

The  directors,  instructors,  and  student  officers  are  exempt  from 
all  ordinary  staff  duties  and  garrison  routine,  from  attendance  at 
the  garrison  school  for  officers,  from  court-martial  duty,  from  such 
drills  and  ceremonies  as  are  not  included  in  the  course  of  instruction, 
and  in  general  from  all  duties  which  would  interfere  with  the  per- 
formance of  their  functions  in  the  school.  In  case  of  lack  of  sufficient 


THE  ARMY  ENGINEER  SCHOOL.  263 

officers  for  the  proper  performance  of  garrison  and  post  duty  the 
commandant  may,  however,  assign  school  officers  to  such  duty. 

THE  SCHOOL  BOARD. 

The  school  board,  consisting  of  the  commandant,  the  directors, 
and  the  instructors,  arranges  the  program  of  instruction  as  to  subjects, 
text -books,  and  allotment  of  time;  prescribes  the  character  and  scope 
of  the  examinations  and  re-examinations,  and  has  final  determination 
of  all  questions  of  proficiency  of  students.  No  action  of  the  board 
which  changes  the  regulations  of  the  school  or  the  course  of  instruction 
is  final  until  approved  by  the  Secretary  of  War.  The  school  board 
meets  at  such  times  as  the  commandant  deems  advisable. 

The  deliberations  of  the  school  board  and  its  decisions  until  duly 
published  are  confidential. 

The  course  of  the  school  begins  October  1st  of  each  year  and 
ends  on  March  31  of  the  second  year  following.  Sessions  of  the 
school  are  held  daily,  except  Sundays,  holidays,  and  the  period  from 
December  23  to  January  4,  both  inclusive,  but  Saturday  sessions  ter- 
minate at  12  o'clock  M.  Practical  work  or  practice  is  combined  with 
the  theoretical  work  in  all  subjects  in  which  it  can  be  advantageously 
done,  and  includes  the  use  and  operation  of  instruments,  apparatus, 
and  machines;  field  astronomy;  photography  and  map  reproduction; 
geodetic  and  hydrographic  surveying,  and  garrison  and  field  duties 
with  engineer  troops. 

The  course  of  instruction  is  divided  into  three  departments,  as 
follows : 

(a)  Military  Engineering. 

(b)  Qvil  Engineering. 

(c)  Electrical  and  Mechanical  Engineering. 

The  school  board  may  transfer  from  one  department  to  another 
such  of  the  subjects  hereinafter  mentioned  as  it  deems  desirable  for  the 
equalization  of  duties  of  directors  and  instructors. 

In  the  different  departments  instruction  is  given  in  the  following 
subjects: 

DEPARTMENT    OF    MILITARY    ENGINEERING. 

Seacoast  defense,  including  land  defense. 
Ordnance,  armor  and  explosives. 
War  ships  and  sea  power. 
Photography  and  map  reproduction. 


264  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

DEPARTMENT  OF  CIVIL  ENGINEERING. 

Surveying,  geodetic  and  hydrographic. 

Field  astronomy. 

Cements  and  mortars. 

Concrete  and  masonry. 

Foundations. 

Roofs  and  bridges. 

Building  construction. 

Heating  and  ventilation. 

Water  supply. 

Sewage  disposal. 

River  and  harbor  improvement. 

Light-house  construction. 

Construction  plant. 

Contracts,  specifications,  estimates  and  accounts. 

DEPARTMENT    OF    ELECTRICAL    AND    MECHANICAL    ENGINEERING. 

Direct  current  machinery  and  storage  batteries. 

Alternating  current  machinery. 

Electric  power  transmission. 

Electric  lighting  and  searchlights. 

Fire  control  apparatus. 

Steam  power  electric  machinery. 

Hydro-electric  power  machinery. 

Internal  combustion  engines. 

Electric  power  plant  design. 

In  connection  with  the  prescribed  course  of  instruction  in  the 
several  departments,  visits  are  made  to  points  where  important  en- 
gineering works  are  in  progress,  when  such  visits  are  approved  by  the 
Chief  of  Engineers  and  authorized  by  the  Secretary  of  War. 

EXAMINATIONS. 

Subject  to  the  following  limitations,  examinations  are  held  under 
such  rules'  as  the  school  board  may  prescribe,  as  soon  as  practicable 
after  the  final  review  in  each  subject. 

An  officer  declared  deficient  in  any  subject  may  apply  in  writing 
for  re-examination  in  that  subject,  but  such  an  application  must 
be  made  immediately  after  the  announcement  of  the  result  of  the 
original  examination.  A  re-examination  is  of  such  character  as  may 
be  determined  by  the  school  board  and  is  held  with  as  little  delay  as 
practicable. 


THE  ARMY  ENGINEER  SCHOOL.  265 

Officers  who  have  been  unable  to  complete  the  entire  course 
receive  certificates  of  proficiency  signed  by  the  commandant  in  such 
subjects  as  have  been  satisfactorily  completed. 

A  student  officer,  who  by  reason  of  sickness  or  other  unavoidable 
cause  has  been  absent  from  an  examination  or  has  been  unable  to 
complete  entirely  any  course  with  his  class,  may  be  permitted,  in  the 
discretion  of  the  school  board,  to  complete  the  said  course  and  be 
authorized  to  take  the  necessary  examination  before  or  within  a 
reasonable  time  after  the  graduation  of  his  class. 

DISCIPLINE. 

The  school  is  governed  by  the  rules  of  discipline  prescribed  for 
tilitary  posts  in  the  army  and  by  special  regulations  formulated  by 
ie  school  board  and  approved  by  the  Secretary  of  War. 

GRADUATION. 

A  student  officer  who  successfully  completes  the  entire  course 
>f  instruction  receives  a  diploma  setting  forth  his  proficiency  and  his 
name  is  thereafter  borne  upon  the  Army  Register  (the  annual  directory 
of  the  Army)  as  a  graduate  of  the  Engineer  School  at  Washington 
Barracks.  Diplomas  are  signed  by  all  members  of  the  school  board. 
The  fact  of  graduation  of  each  officer  is  reported  to  The  Adjutant 
General  of  the  Army  as  soon  as  practicable  thereafter. 

Graduates  of  the  school  are  exempt  from  professional  examina- 
tion for  promotion  in  all  subjects  covered  by  their  diplomas  for  a  period 
of  two  years  after  graduation.  Officers  not  graduates,  holding  cer- 
tificates of  proficiency  in  any  subjects  embraced  in  the  course,  are 
similarly  exempt  from  such  examination  in  the  subjects  covered  by 
their  certificates  of  proficiency  for  a  period  of  two  years  from  the 
date  of  such  certificates. 


CHAPTER    X. 

THE  MOUNTED  SERVICE  SCHOOL. 

(Fort  Riley,  Kansas). 

"We  have  no  example  of  soldiers  being  wanting  in  their  duty  in  the 
most  desperate  situations,  where  they  are  commanded  by  officers  of  ap- 
proved resolution." — General  Burnod. 

HISTORICAL  SKETCH. 

The  Mounted  Service  School  had  its  beginning  in  an  act  of 
Congress  approved  January  29,  1887.  This  act  was  published  in 
General  Orders  from  the  War  Department  under  date  of  February 
9th  of  that  year.  The  act  reads  as  follows : 

"1.  An  act  to  provide  a  school  of  instruction  for  Cavalry  and  Light 
Artillery,  and  for  the  construction  and  completion  of  quarters,  barracks 
and  stables  at  certain  posts  for  the  use  of  the  Army  of  the  United  States. 

"Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the 
United  States  of  America  in  Congress  assembled,  that  the  Secretary  of 
War  be,  and  he  is,  hereby  authorized  and  directed  to  establish  upon  the 
military  reservation  at  Fort  Riley  a  permanent  school  of  instruction  for 
drill  and  practice  for  the  Cavalry  and  Light  Artillery  service  of  the  Army 
of  the  United  States,  and  which  shall  be  the  depot  to  which  all  recruits 
for  such  service  shall  be  sent;  and  for  the  purpose  of  construction  of  such 
quarters,  barracks  and  stables  as  may  be  required  to  carry  into  effect  the 
purposes  of  this  Act  the  sum  of  two  hundred  thousand  dollars  ($200,000), 
or  so  much  thereof  as  may  be  necessary  is  hereby  appropriated  out  of  any 
money  in  the  Treasury  not  otherwise  appropriated." 

Fort  Riley  is  a  War  Department  reservation  of  about  20,000 
acres.  Sometime  prior  to  the  passage  of  the  above  act  some  of 
the  citizens  of  Kansas  started  a  considerable  agitation  to  have  this 
land  thrown  open  to  settlement  on  the  ground  that  it  was  no  longer 
needed  by  the  government.  The  post  was  originally  built  in  the 
fifty's  and  at  this  time  was  small,  old,  and  much  out  of  repair.  When 
General  Philip  H.  Sheridan,  then  Lieutenant  General  of  the  Army, 
received  knowledge  of  this  move  he  made  recommendation  that 
steps  be  taken  to  improve  and  remodel  the  post  so  as  to  accommodate 
a  full  regiment  of  cavalry  and  that  a  school  for  cavalry  and  light 
artillery  be  established  there. 

Within  a  year  of  the  above  enactment  making  appropriation 
for  the  improvement  of  this  fort  work  had  commenced  on  the  erec- 
tion of  handsome  stone  buildings  for  a  permanent  post.  This  con- 
struction work  went  on  slowly  and  the  establishment  of  the  school 
was  delayed  until  the  year  1891. 

The  "United  States  Cavalry  and  Light  Artillery  School"  as 
established  in  1891  was  organized  and  developed  by  Col.  James  W. 


THE  MOUNTED  SERVICE  SCHOOL.  267 

Forsyth,  7th  Cavalry,  (afterwards  Major  General)  who  was  the 
first  commandant  of  the  school.  The  troops  stationed  there  con- 
sisted of  eight  troops  of  the  Seventh  Cavalry  and  three  batteries 
of  Light  Artillery. 

The  organization  of  the  school  and  the  course  of  instruction 
to  be  pursued  had  been  under  consideration  since  1887.  A  plan 
submitted  by  Col.  Forsyth  was  adopted  and  published  in  orders  from 
headquarters  of  the  Army  in  1892. 

First  Lieutenant  J.  Franklin  Bell,  Adjutant  of  the  Seventh  U. 
S.  Cavalry,  (now  Major  General  U.  S.  A.)  was  the  first  secretary. 

When  the  school  was  first  established  there  was  considerable 
discussion  between  the  commandant  and  the  major  general  command- 
ing the  Army,  concerning  limitations  imposed  on  the  development  of 
the  school  by  allowing  no  theoretical  instruction.  The  school  was 
intended  to  incorporate  every  kind  of  practical  training  which  the 
regulations  and  orders  require  to  be  incorporated  at  military  posts. 
In  the  discussion  over  this  matter  Col.  Forsyth  stated  that,  "As  the 
husbandman  prepared  the  soil  before  sowing  his  seed  it  is  thought 
not  unwise  to  require  some  personal  preliminary  preparation  of  the 
intellectual  soil,  lest  the  instruction  practically  imparted  have  no 
permanent  or  beneficial  effect."  Major  General  Schofield,  command- 
ing the  Army,  expressed  the  intention  of  the  War  Department  to 
observe  strictly  as  far  as  practicable  the  provisions  of  the  act  estab- 
lishing a  school  for  instruction  in  "drill  and  practice." 

Following  the  establishment  of  the  school  proper,  two  sub-schools 
were  organized,  viz.:  The  Sub-school  for  Artillery  and  the  Sub- 
school  for  Cavalry.  The  former  had  Major  W.  F.  Randolph,  3d 
Artillery,  (later  Major  General  and  Chief  of  Artillery)  as  its  director 
and  the  latter  Major  S.  M.  Whitside,  Seventh  Cavalry  (later  Briga- 
dier General  U.  S.  Army).  A  school  for  instruction  of  the  Hospi- 
tal Corps  under  command  of  Major  John  Van  R.  Hoff,  Surgeon, 
(later  Colonel  Medical  Corps,  U.  S.  A.,  now  retired).  A  school  for 
the  Signal  Corps  commanded  by  Lieut.  J.  E.  Maxfield  of  the  Signal 
Corps  (later  Major  Signal  Corps,  now  retired)  was  also  instituted. 

The  course  first  proposed  and  finally  adopted  was  for  the  train- 
ing of  cavalry  and  field  artillery  in  all  that  pertains  to  field  service 
in  time  of  war  and  in  the  combined  operation  of  these  arms  of  the 
service.  Nine  months  constituted  the  period  for  separate  instruc- 
tion of  these  branches  and  three  months  for  combined  maneuvers. 

The  details  of  the  course  of  instruction  were  constantly  being 
changed  and  the  continuity  was  often  broken  by  shifting  of  troops 


268  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

to  other  stations.  In  the  annual  practice  little  opportunity  was 
found  for  the  combined  maneuvers  as  contemplated. 

The  Commandant  submitted  an  estimate  in  1892  for  funds  to 
be  available  to  pay  incidental  expenses,  no  fund  for  this  purpose  hav- 
ing been  provided.  It  was  not,  however,  until  1897  that  the  first 
appropriation  amounting  to  $2,000  was  available. 

As  was  the  case  with  other  War  Department  schools,  the  Spanish- 
American  War  caused  a  complete  shutdown  of  this  institution  as 
far  as  instruction  was  concerned,  from  April  19,  1898,  until  Sep- 
tember 11,  1901.  The  work  of  constructing  the  buildings,  however, 
proceeded  without  interruption.  An  appropriation  of  $75,000  had 
been  set  aside  for  buildings  at  this  post  the  year  preceding  this  war. 
It  is  a  matter  of  interest  to  note  that  the  commandant's  annual  report 
for  1898  was  rendered  by  a  second  lieutenant.  It  was  not  until  the 
school  year  of  1903-4  that  the  school  really  got  on  its  feet  again 
and  a  systematic  and  adequate  course  of  instruction  resumed.  The 
progress  made  during  this  year  was  of  more  than  ordinary  interest. 

On  January  25,  1903,  the  Training  School  for  Farriers  and 
Horseshoers  was  opened,  with  Captain  W.  C.  Short,  Thirteenth  Cav- 
alry in  charge.  This  school  at  first  occupied  all  sorts  of  makeshifts 
for  quarters,  shops  and  recitation  rooms  but  in  the  face  of  these  ob- 
stacles managed  to  graduate  340  enlisted  men. 

During  the  following  year  the  large  barracks  and  the  model 
shop  were  completed  and  the  school  has  since  done  most  excellent 
work  handling  two  classes  annually.  The  capacity  of  this  school  has 
at  present  about  120  men  in  each  class. 

The  Training  School  for  Bakers  and  Cooks  was  opened  Febru- 
ary 15,  1905,  with  Captain  M.  S.  Murray,  Commissary,  U.  S.  Army, 
in  charge.  The  enlisted  men  detailed  for  the  course  of  instruction 
in  this  school  came  from  all  branches  of  the  service.  During  the 
first  year  of  its  existence  the  detachment  attending  this  school  were 
without  barracks  and  had  to  be  provided  for  in  camp.  Special  at- 
tention has  been  given  to  handling  field  bakeries  and  organization 
messes.  A  number  of  field  ovens  have  been  experimented  with  and 
several  manuals  of  instruction  for  the  running  of  messes,  and  on 
kindred  subjects  have  been  issued.  The  school  now  enjoys  a  splendid 
reputation  and  the  work  it  is  doing  in  turning  out  competent  field 
bakers  and  organization  cooks  is  very  satisfactory  and  of  great  aid 
to  the  military  service.  Though  the  course  taught  in  this  school  is 
not  prescribed  as  part  of  the  officers'  course,  officers  frequently 
apply  for  permission  to  take  it. 


THE  MOUNTED  SERVICE  SCHOOL.  269 

The  department  of  equitation  started  off  with  a  class  of  student 
officers  on  the  10th  of  January,  1905,  with  Capt.  W.  C.  Short,  13th 
Cavalry,  as  instructor.  Col.  Forsyth  the  first  commandant  early 
recognized  the  importance  of  this  branch  of  the  school  work.  In 
his  annual  report  some  years  prior  to  the  establishing  of  this  course 
he  stated: 

"If  the  school  is  ever  to  become  what  its  promoters  hoped  it  might, 
viz.:  a  seat  of  instruction  imparted  in  accordance  with  the  latest  develop- 
ment in  connection  with  the  art  of  making  expert  soldiers,  the  service  of 
a  high  school  riding  master  who  is  not  subject  to  change  with  every  chang- 
ing squadron,  should  be  provided." 

The  development  of  this  department  as  compared  with  other 
branches  in  the  student  officers'  course  has  probably  been  the  great- 
est. The  Mounted  Service  School  as  it  is  now  termed,  has  practically 
turned  into  a  school  for  horsemen,  and  the  methods  pursued  at  the 
Saumur  School  of  France  are  largely  in  use  and  this  system  of 
equitation  has  been  officially  adopted  throughout  the  Army. 

The  course  of  instruction  at  this  school  prior  to  1904  covered 
but  one  year,  the  student  body  being  composed  entirely  of  officers 
who  were  members  of  organizations  forming  the  regular  garrison  at 
Fort  Riley.  As  the  tour  of  duty  of  troops  stationed  at  this  post 
ran  for  three  or  more  years  it  was  necessary  for  subalterns  to  repeat 
the  course  year  after  year.  To  obviate  this,  a  progressive  course 
covering  a  period  of  three  years  was  prepared  and  adopted  in  1905 
and  1906.  The  subjects  taught  were  somewhat  more  extensive  than 
those  previously  taught. 

It  was  found  to  be  impracticable  to  adhere  to  the  policy  of  the 
three  years'  course  owing  to  the  indefinite  periods  of  assignment  of 
troops  at  this  post.  In  1906  there  were  no  graduates  of  the  three 
years'  course,  however  a  class  of  eight  officers  who  were  graduates 
of  West  Point  were  given  a  special  course  and  completed  it  in  this 
year. 

It  was  recognized  in  1906  that  the  work  of  the  school  prior 
to  this  time  was  largely  experimental.  In  his  annual  report  for  this 
year,  Col.  E.  S.  Godfrey,  9th  Cavalry,  (later  Brig.  General)  the 
Commandant,  made  the  following  statement: 

"A  crying  need  in  our  service  is  a  system  of  equitation  and  a  school 
of  instruction  where  that  system  can  be  properly  exemplified  and  taught, 
and  its  graduates  distributed  throughout  the  mounted  service  to  become 
instructors  of  others.  The  adoption  of  a  system  of  equitation  was  under 
consideration  by  the  War  Department;  but  while  the  course  in  equitation 
at  Fort  Riley  was  excellent,  it  would  not  meet  all  the  requirements  because 
the  long  tour  of  duty  and  the  spreading  of  the  course  of  instruction  over 
three  years  made  the  number  of  graduates  insufficient. 


270  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

"By  the  elimination  from  the  course  here  of  most  of  the  subjects 
taught  in  the  garrison  schools  and  of  all  theoretical  work  that  can  be  done 
as  well  at  other  posts,  a  course  of  instruction  was  prepared,  covering  but 
one  year,  thus  multiplying  by  three  the  number  of  students  who  could  be 
graduated  in  a  given  time.  This  was  approved  by  the  War  Department, 
July  23,  1906." 

The  reorganization  of  the  course  was  made  practically  along 
the  lines  recommended  by  Col.  Godfrey.  In  the  latter  part  of  1907 
more  radical  innovations  were  made  with  the  beginning  of  the  school 
year,  which  were  necessary  in  order  to  make  effective  the  reorganiza- 
tion of  the  school  along  more  up-to-date  lines.  The  name  of  the 
school  which  was  originally  "The  Cavalry  and  Light  Artillery  School," 
afterwards  changed  to  the  "School  of  Application  for  Cavalry  and 
Field  Artillery,"  at  this  time  received  the  name  it  now  bears,  "The 
Mounted  Service  School."  The  school  for  Cavalry  and  the  school 
for  Light  Artillery  were  abolished,  because  garrison  schools  and 
drills  at  many  large  posts  and  the  frequent  maneuvers  on  a  large 
scale  offered  the  facilities  for  instruction  along  this  line  which  were 
originally  sought  in  establishing  these  sub-schools. 

The  course  in  Equitation  and  Horse  Training  was  extended  and 
systematized.  The  student  officers  spent  872  hours  in  the  saddle 
under  their  instructors  as  compared  with  75  hours  in  1904.  The 
number  of  hours  so  under  instruction  has  been  extended  until  in  1911 
it  had  reached  1320  hours  during  the  school  term. 

In  summarizing  the  early  history  of  the  school  it  is  well  to 
note  that  the  student  personnel  prior  to  1907  was  composed  of  offi- 
cers who  happened  to  be  stationed  at  the  military  post  of  Fort  Riley, 
and  that  the  course  for  cavalry  officers  differed  from  that  of  artil- 
lery officers,  and  in  some  cases  an  abridged  course  only  was  taken. 
Diplomas  embodying  a  list  of  the  subjects  in  which  the  recipients 
were  pronounced  proficient  were  issued  to  those  who  completed  the 
course. 

As  a  result  of  this  system  the  courses  were  not  always  uni- 
form. The  War  Department  issued  a  circular  in  1907  which  was 
especially  worded  so  as  to  permit  the  names  of  those  officers  who 
had  satisfactorily  taken  the  full  course  prescribed  for  their  arm  of 
the  service  and  class  to  be  carried  on  the  Army  Register  (the  Army 
directory  of  officers)  as  graduates  of  that  class,  so  as  to  make 
a  marked  distinction  between  graduates  of  "The  Mounted  Service 
School"  and  the  former  so-called  "School  of  Application  for  Cavalry 
and  Field  Artillery." 


THE  MOUNTED  SERVICE  SCHOOL.  271 

The  Mounted  Service  School  of  the  United  States  Army  is  lo- 
cated at  Fort  Riley,  Kansas.  The  school  includes  the  following  sub- 
schools  : 

1.  The  School  of  Equitation. 

2.  The  School  for  Farriers  and  Horseshoers. 

3.  The  School  for  Bakers  and  Cooks.     (See  Chapter  XIV.) 

ORGANIZATION. 

THE  PERSONNEL  AND  STAFF. 

The  personnel  of  the  schools  consists  of  all  officers,  enlisted  men 
and  civilian  employees  on  duty  in  connection  with  the  schools. 

The  Staff  consists  of  all  officers  not  students  other  than  the 
commandant. 

The  senior  officer  on  duty  with  each  of  the  several  schools  is 
in  charge,  under  direction  of  the  commandant,  of  the  school  to  which 
he  is  assigned,  and  attends  to  the  details  of  administration  and  in- 
struction therein. 

THE  COMMANDANT. 

The  commandant  is  a  field  officer  of  the  mounted  service,  who 
is  selected  and  named  for  this  position  by  the  Secretary  of  War.  In 
case  of  his  absence  or  disability  to  perform  his  duties  the  senior 
officer  of  the  staff  acts  as  commandant. 

The  commandant  supervises  the  methods  of  instruction  and 
sees  that  the  work  of  the  several  subschools  is  coordinated  and  that 
cordial  cooperation  is  maintained  at  all  times. 

He  is  authorized  to  convene  the  school  board  for  any  matters 
affecting  the  school.  At  these  sessions  the  senior  officer  present  pre- 
sides. 

The  administration  of  the  school  is  intrusted  to  the  commandant. 
The  appropriations  for  its  support  and  for  the  purchase  of  school 
property  is  disbursed  only  on  vouchers  approved  by  him. 

He  makes  application  for  officers  for  service  on  the  staff  of  the 
school,  and  assigns  them  to  duties  as  may  be  necessary. 

Not  later  than  August  31  of  each  year  he  submits  a  report  re- 
garding the  progress  and  needs  of  the  school.  Before  August  1st 
of  each  year  he  submits  a  detailed  program  of  the  course  of  instruc- 
tion, with  a  list  of  reference  books.  When  approved  by  the  Chief 
of  Staff  of  the  Army  this  program  and  list  are  returned  to  him  with 
authority  to  publish  them  for  the  information  and  guidance  of  all 
concerned. 


272  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

All  special  communications  relating  to  the  school  from  the  offi- 
cers on  duty  with  it  are  addressed  to  the  commandant. 

THE    SECRETARY. 

The  secretary  is  the  recorder  of  the  school  board,  conducts  the 
correspondence  of  the  school  and  publishes  the  orders  and  instruc- 
tions of  the  commandant.  He  is  custodian  of  the  books  and  other 
property  of  the  school,  and,  under  the  direction  of  the  commandant, 
disburses  the  funds  allotted  to  the  Mounted  Service  School. 

THE    SCHOOL    BOARD. 

The  officers  in  charge  of  the  several  subschools  constitute  the 
school  board.  The  secretary  of  the  Mounted  Service  School  is 
also  secretary  of  the  school  board.  He  is  the  custodian  of  the 
records  of  the  board.  The  office  of  secretary  entitles  him  to  no 
vote. 

The  school  board  arranges  the  program  of  instruction  as  to 
subjects,  textbooks,  and  allotment  of  time;  supervises,  under  direc- 
tion of  the  commandant,  the  methods  of  instruction  and  work  in 
the  several  subschools,  the  preparation  of  reports  and  schedules,  as- 
sists the  commandant  in  coordinating  the  courses  of  instruction  and 
securing  uniformity  in  the  publications  of  the  school;  prescribes  the 
character  and  scope  of  the  examinations,  and  determines  the  ques- 
tion of  proficiency  of  the  various  students. 

A  majority  of  the  school  board  constitutes  a  quorum  to  do  busi- 
ness, but  no  action  or  recommendation  of  the  board  is  carried  into 
effect  until  approved  by  the  commandant.  No  action  which  would 
change  the  regulations  of  the  school  or  the  course  of  instruction  is 
final  until  approved  by  the  Chief  of  Staff  of  the  Army. 

All  deliberations,  discussions,  and  individual  votes  are  considered 
confidential. 

INSTRUCTORS  AND  STUDENT  OFFICERS. 

Senior  instructors  of  the  various  subschools  are  assisted  by  such 
number  of  instructors  assigned  by  the  commandant  as  may  be  re- 
quired. When  practicable,  instructors  are  senior  in  rank  to  student 
officers,  but  whether  junior  or  senior  they  must  be  accorded  the 
respect  due  their  position  while  in  the  execution  of  this  duty. 

Except  in  emergency  the  personnel  of  the  school  is  exempt  from 
all  ordinary  staff  duties  and  garrison  routine,  from  court-martial  duty 
(except  in  case  of  necessity),  from  such  drills  and  ceremonies  as  are 
not  included  in  the  course  of  instruction,  and  in  general,  from  all 


THE  MOUNTED  SERVICE  SCHOOL.  273 

duties  which  would  interfere  with  the  performance  of  their  functions 
in  connection  with  the  school. 

THE    SCHOOL    LIBRARY. 

The  school  library  is  maintained  separate  and  apart  from  the 
post  library  of  Fort  Riley,  Kansas. 

The  librarian,  under  the  direction  of  the  commandant,  is  charged 
with  the  administration  and  interior  economy  of  the  library.  He  is 
responsible  for  the  books  and  other  property  therein  and  renders  an 
annual  report  thereof  to  the  commandant. 

There  is  a  library  committee  for  the  school  which  consists  of 
the  secretary,  who  is  the  librarian,  and  two  other  officers  designated 
by  the  commandant  from  among  those  belonging  to  the  school  staff. 
This  committee  is  charged,  under  the  direction  of  the  commandant, 
with  the  preparation  of  regulations  for  the  administration  and  interior 
economy  of  the  library  and  with  the  selection  of  books  to  be  purchased. 

In  case  of  loss  or  damage  to  any  book,  periodical,  map  or  other 
property  belonging  to  the  school,  the  person  responsible  for  such  loss 
or  damage  pays  to  the  school  the  actual  cost  of  the  article  or  the 
cost  of  the  repairs.  This  amount  is  assessed  by  the  secretary  of  the 
school  whose  action,  when  approved  by  the  commandant,  is  final. 

ADMINISTRATION. 

The  Mounted  Service  School  is  governed  by  the  rules  of  disci- 
pline prescribed  for  military  posts  and  by  its  own  special  regulations. 
Matters  pertaining  to  it  and  to  the  course  of  instruction  are  subject 
exclusively  to  the  control  of  the  War  Department. 

Communications  for  officers  and  men  on  duty  at  the  school  are 
sent  through  the  post  commander  directly,  and  not  through  depart- 
ment headquarters,  unless  the  communication  is  of  such  nature  as 
to  require  the  action  of  those  headquarters. 

The  object  of  the  school  is  to  give  practical  instruction.  The- 
oretical instruction  is  confined  to  the  needs  of  the  school  and  is  car- 
ried on  concurrently  with  the  practical  instruction. 

Unless  otherwise  directed,  the  post  commander  at  Ft.  Riley, 
upon  completion  of  the  course  and  upon  application  of  the  command- 
ant, relieves  all  detailed  officers  and  enlisted  men  from  duty  at  the 
school,  and  by  authority  of  the  Secretary  of  War,  orders  them  to  join 
their  proper  stations.  Officers  whose  stations  are  in  Hawaii  or  the 
Philippine  Islands  arrange  for  transportation  with  the  Chief  of  the 
Quartermaster  Corps,  and  report  at  San  Francisco,  California,  in 
18 


274  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

time  to  embark  on  the  army  transport  designated  by  that  officer.  The 
post  commander  sends  the  enlisted  men  so  relieved  whose  organiza- 
tions are  in  Hawaii  or  the  Philippine  Islands,  to  Fort  McDowell, 
California,  to  be  forwarded  to  their  proper  stations. 

The  post  commander,  upon  recommendation  of  the  school  board, 
approved  by  the  commandant,  also  relieves  from  duty  and  returns  to 
their  proper  stations  such  students  as  demonstrate  their  lack  of 
capacity  or  fitness  to  pursue  the  course  of  instruction  to  its  comple- 
tion. 

The  post  commander,  upon  recommendation  of  the  commandant, 
relieves  from  duty  upon  expiration  of  detail  members  of  the  school 
staff  and  issues  the  necessary  orders  in  each  case. 

During  the  course  of  instruction  leaves  of  absence  to  officers 
involving  absence  from  duty,  are  not  granted,  without  the  authority 
of  the  Secretary  of  War,  except  in  case  of  emergency,  and  then 
only  for  a  period  not  exceding  ten  days  at  any  one  time. 

SUBSCHOOLS. 

THE  SCHOOL  OF  EQUITATION. 

The  School  of  Equitation  embraces  four  courses,  viz. : 

1.  The  Course  for  Field  Officers. 

2.  The  First  Year  Course  for  Company  Officers. 

3.  The  Second  Year  Course  for  Company  Officers. 

4.  The  Course  in  Swordsmanship  for  Noncommissioned  Offi- 
cers. 

THE   COURSE  FOR  FIELD  OFFICERS. 

(a)  There  are   detailed   for   instruction   in   equitation,   in  two 
classes  annually,  such  number  of  field  officers  of  Cavalry  and  Field 
Artillery,  not  exceeding  15  in  each  class,  as  the  Secretary  of  War 
may  direct. 

(b)  Field  officers  of  other  branches  of  the  service  may  be  de- 
tailed upon  the  approval  of  the  Secretary  of  War. 

(c)  When  the  number  of  field  officers  detailed  for  any  class 
falls  below  15,  enough  senior  captains  of  the  mounted  services  may  be 
detailed  to  make  up  this  number. 

(d)  Officers  so  detailed  retain  quarters  at  their  permanent  sta- 
tions, and  such  temporary  quarters  as  are  available  at  Fort  Riley 
are  provided  by  the  post  commander.     Transportation   of  baggage 
for  a  temporary  change  of  station  is  allowed. 

(e)  The   post   commander   details    for   this   course   such   field 
officers  stationed  at  Fort  Riley  as  may  be  considered  available. 


THE  MOUNTED  SERVICE  SCHOOL.  275 

(f)  The  courses  of  instruction  begin  April  1  and  October  10 
and  end  May  31  and  December  20,  respectively. 

(g)  This  course  has  for  its  aim  instruction  of  officers  in  superior 
horsemanship,   familiarizing  them  with  the  general  methods  of  the 
school,  and  in  the  practice  of  military  cross  country  riding.     Only 
such  theoretical  instruction  is  given  as  will  not  interfere  with  these 
aims  or  with  any  practical  work. 

(h)     The  course  of  instruction  includes: 

1.  Practical :     Observation  of  work  of  company  officers  in  break- 
ing, training  and  schooling ;  use  of  flat  saddle ;   instruction   in  the 
middle  school  of  horsemanship;  training  of  the  military  horse;  jump- 
ing ;  cross  country  riding ;  and  instruction  in  swordsmanship. 

2.  Theoretical:     Lectures  and  demonstrations  covering  the  fol- 
lowing subjects:     Breeds,  breeding,  blood  lines;  stables  and  stable 
management;  grooming;  shoeing;   feeds  and   feeding;  conditioning; 
conformation;  soundness;  work  and  aims  of  School  for  Farriers  and 
Horseshoers ;  work  and  aims  of  School  for  Bakers  and  Cooks. 

(i)  Officers  desiring  the  detail  forward  applications  therefor 
through  military  channels  by  January  1st  and  July  1st,  respectively, 
of  each  year. 

(j)  If  for  any  reason  officers  do  not  qualify  in  the  course, 
this  fact  is  reported  to  the  Adjutant  General  of  the  Army. 

THE    FIRST   YEAR   COURSE   FOR   COMPANY   OFFICERS. 

(a)  There  are  designated  annually  for  instruction  in  the  First 
Year  Course  not  to  exceed  26  officers  of   Cavalry  and   10  officers 
of   Field   Artillery,   who   are   selected   from   captains   or   lieutenants 
who  have  been  recommended  by  regimental  commanders. 

(b)  Officers  of  other  branches  of  the  service  may  be  admitted 
upon  the  approval  of  the  Secretary  of  War. 

(c)  The  post  commander  is  authorized  to  detail,  in  addition  to 
the  foregoing,  such  officers  belonging  to  organizations  stationed  at 
Fort  Riley  as  in  his  opinion  are  available  and  suitable  and  for  whom 
there  are  school  accommodations. 

(d)  Officers  are  recommended  and  selected  for  detail  upon  the 
basis  of  zeal  in  their  work,  special  adaptability  for  advanced  equita- 
tion  and   horse  training,   and   excellent   physical   condition,   attested 
by  surgeon's  certificate;  aptitude  and  proficiency  shown  in  regimental 
schools  is  considered  in  making  selections. 


276  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

(e)  No  officer  is  detailed  who  has  had  less  than  two  years  of 
service  as  a  commissioned  officer.     Details  are  not  made  from  regi- 
ments stationed  in  the  Philippine  Islands. 

(f)  The  tour  of  duty  of  student  officers  in  this  course  covers 
the  period  from  the  25th  of  September  to  the  30th  of  the  following 
June,  inclusive. 

(g)  The  course  of  instruction  is  included  in  one  term,  beginning 
on  October  1st  and  ending  June  30th,  following.     There  is  a  sus- 
pension of  school  duties  from  December  24th  to  January  2nd,  both 
inclusive. 

(h)     The  course  of  instruction  includes: 

1.  Equitation  and  Horse  Training:     Practical  instruction  in  the 
middle  school  of  horsemanship,  including  the  breaking  and  training 
of  the  troop  horse  and  officer's  charger;  in  correction  of  vices;  in 
jumping;  in  cross  country  work. 

2.  Care  of  Horses:     Practical  work,  supplemented  by  lectures 
in  stable  management;  in  conditioning;  in  grooming;  in  feeding;  in 
improving   the   appearance    of    the   horse    by    pulling    and    plucking 
manes  and  tails,  trimming,  singeing,  and  braiding ;  bandaging  for  work 
and  rest. 

3.  Hippology:     Theory   of    the   anatomy   and    diseases   of   the 
horse;  tests  in  determining  the  age  of  horses;  tests  in  examining 
horses  for  soundness,  conformation,  and  suitability  for  service;  exer- 
cises in  diagnosis  of  diseases;  hospital  work;  attendance  at  operations 
and  dissections. 

4.  Horseshoeing :     Preparing   the    foot ;   fitting   shoes ;   normal 
shoeing;  shoeing  to  correct  faults  in  gaits;  pathological  shoeing;  in- 
spection of  shoeing. 

5.  .  Forage:     Tests  and  inspections. 

6.  Harness  and  Transportation:     Taking  apart  and  assembling 
harness  and  wagons ;  harnessing ;  principles  of  driving ;  entraining  and 
detraining  animals  and  wagons. 

7.  Pioneer  Duties :     Including  the  use  of  explosives. 

8.  Swordsmanship:    Use  of  the  saber  mounted  and  dismounted; 
individual  combat,  running  at  heads,  fencing. 

9.  Care  of  Equipment:     Practical  demonstrations  and  talks  on 
cleaning  and  preserving  leather. 

10.  Breeding :     Lectures  on  breeds,  breeding  and  blood  lines. 

(i)  An  officer's  proficiency  and  class  standing  in  any  subject 
is  determined  by  the  marks  attained  by  him  in  his  daily  work,  and 
review  examinations.  No  final  examination  is  held.  At  the  com- 


THE  MOUNTED  SERVICE  SCHOOL.  277 

pletion  of  a  subject  the  senior  instructor  or  officer  in  charge  submits 
a  report,  after  consulting  with  the  other  instructors,  setting  forth 
the  proficiency  or  deficiency  in  that  subject  of  each  officer,  with 
suitable  remarks. 

(j)  Officers  who  pass  successfully  through  the  entire  course 
of  instruction  receive  diplomas  setting  forth  their  proficiency. 

(k)  At  the  conclusion  of  the  First  Year  Course,  the  school 
board  submits  to  the  commandant  reports  upon  the  qualifications  of 
student  officers  in  that  course;  states  the  special  employment  for 
which  any  of  them  appear  to  be  fitted;  and  recommends  not  exceed- 
ing 10  of  those  graduates  of  the  First  Year  Course,  deemed  best 
qualified,  for  detail  for  instruction  in  the  Second  Year  Course.  The 
commandant  forwards  these  reports  and  recommendations  with  such 
remarks  as  he  deems  proper,  through  the  post  commander,  to  The 
Adjutant  General  of  the  Army. 

(1)  The  commandant  also  forwards,  through  the  same  channel, 
to  The  Adjutant  General  of  the  Army,  a  list  of  the  graduates  of  the 
First  Year  Course,  whose  names  are  thereafter  borne  upon  the  Army 
Register  as  "Graduate,  First  Year  Course,  Mounted  Service  School." 

(m)  Officers  who  are  unable  to  complete  the  entire  course  of 
instruction  receive  certificates  of  proficiency  in  such  subjects  as  shall 
have  been  satisfactorily  completed  by  them. 

(n)  An  officer  declared  deficient  in  any  subject  is  reported 
to  The  Adjutant  General  of  the  Army,  at  the  end  of  the  school  year, 
with  a  statement  as  to  the  probable  cause  of  failure. 

THE    SECOND   YEAR    COURSE    FOR    COMPANY    OFFICERS. 

(a)  There  are  detailed  annually  for  instruction  in  the  Second 
Year  Course  not  exceeding  10  graduates  of  the  First  Year  Course 
who  have  received  the  recommendations  of  the  school  board  approved 
by  the  commandant. 

(b)  While  awaiting  the  issue  of  orders  by  the  War  Department 
in  their  cases,  the  post  commandant  at  Ft.  Riley  is  authorized  to 
retain  at  the  post  after  graduation  those  officers,  not  exceeding  10 
in  number,  who  have  been  recommended  for  instruction  in  the  Second 
Year  Course. 

(c)  The  course  of  instruction  begins  July  1  and  ends  June  30 
of  the  succeeding  year. 

(d)  The  course  of  instruction  for  the  officers  selected  consists 
of  advanced  work  in  equitation  and  swordsmanship,  having  in  view 
their  preparation  for  future  details  as  instructors  in  equitation  and 


278  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

swordsmanship  with  their  respective  regiments  and  at  the  various 
service  schools,  and  for  instruction  at  foreign  schools  of  equitation. 
To  this  end  they  act  as  assistants  to  the  regular  instructors  and  are 
given  advanced  instruction  along  the  following  lines:  Training  and 
schooling  special  school  horses ;  training  difficult  horses ;  cross  country 
work;  hunting;  polo;  training  and  conditioning  for  horse  shows, 
competitions,  steeple  chases,  etc. ;  care,  conditioning  and  training  of 
remounts;  grooming  and  stable  management;  care  of  equipment; 
swordsmanship. 

(e)  Officers  who  pass   successfully  through  the  entire  course 
receive  diplomas  setting  forth  their  proficiency. 

(f)  At  the  conclusion  of  the  Second  Year  Course,  the  school 
board  submits  to  the  commandant  reports  upon  the  qualifications  of 
the  student  officers  in  this  course  with  a  statement  of  the  special 
employment  for  which  any  of  them  appear  to  be  fitted. 

The  commandant  forwards  these  reports  with  such  remarks  as 
he  deems  proper,  through  the  post  commander  to  The  Adjutant  Gen- 
eral of  the  Army. 

(g)  The  commandant  also  forwards,  through  the  same  chan- 
nel, to  The  Adjutant  General  of  the  Army,  the  list  of  graduates  of 
the  Second  Year  Course,  whose  names  are  thereafter  borne  upon 
the  Army  Register  as   "Graduate,   Second   Year   Course,    Mounted 
Service  School." 

Considerable  impetus  was  given  to  instruction  in  equitation  dur- 
ing the  administration  of  President  Roosevelt.  It  was  he  who  in- 
stituted "test  rides"  as  a  condition  to  promotion  of  mounted  officers. 
In  a  letter  to  Secretary  of  War  Wright  in  1908,  his  views  on  the  im- 
portance of  training  in  horsemanship  are  clearly  shown: 

"We  now  have  several  graduates  of  Saumur,  one  of  whom  is  teaching 
equitation  at  West  Point  and  another  at  the  Mounted  Service  School.  I 
am  glad  that  the  officers  who  have  had  the  advantage  of  training  in  this 
celebrated  French  School  should  be  utilized  as  instructors  in  our  Army. 
We  have  hitherto  had  no  regular  system  of  equitation  whatever;  we  have 
many  excellent  horsemen,  who,  indeed,  in  their  own  line  are  unsurpassed; 
but  there  is  urgent  need  that  this  excellent  individual  horsemanship  should 
be  supplemented  by  the  application  of  systematic  instruction  in  equitation. 

"As  the  French  system  is  now  being  thoroughly  taught  at  the  Mounted 
Service  School,  I  think  the  graduates  of  that  school  also  should  be  utilized 
as  instructors.  Will  you  please  see  that  the  necessary  orders  are  issued 
requiring  them  at  their  several  posts  and  in  their  several  regiments  to  give 
as  much  instruction  in  equitation  as  possible  to  lieutenants  and  soldiers 
(especially  noncommissioned  officers)  and  to  such  captains  as  may  volun- 
teer?" 

President  Roosevelt  was  no  doubt  a  believer  with  Lord  Bacon 
that  "Learning  should  be  made  subservient  to  action." 


THE  MOUNTED  SERVICE  SCHOOL.  279 

THE  COURSE  IN  SWORDSMANSHIP  FOR  NONCOMMISSIONED  OFFICERS. 

(a)  There  are  detailed  annually  for  instruction  in  swordsman- 
ship specially  qualified  and  recommended  noncommissioned  officers 
of  Cavalry. 

(b)  On  August  1  the  commanding  officer  of  each  regiment  of 
Cavalry  serving  within  the  continental  limits  of  the  United  States 
recommends  to  The  Adjutant  General  of  the  Army  a  carefully  se- 
lected noncommissioned  officer  of  his  regiment  for  instruction  in  this 
course. 

(c)  The  course  of  instruction  begins  September  30  and  ends 
March  31  of  the  succeeding  year. 

THE    COURSE    FOR    FARRIERS    AND    HORSESHOERS. 

(a)  In  this  school  there  are  annually  two  courses  of  four  months 
each,  viz.,  February  15  to  June  15  and  July  15  to  November  15, 
and  in  addition  a  course  of  one  month  from  January  15  to  February 
14,   inclusive,   of   instruction   in   horseshoeing   for   the   sergeants   in 
charge  of  stables  of  the  organizations  serving  at  Fort  Riley.     The 
object  of  this  last  course  is  to  train  sergeants  in  charge  of  stables 
so  that  they  are  able  intelligently  to  supervise  the  work  of  their 
troop  and  battery  horseshoers. 

(b)  The  classes  for  farriers  and  horseshoers  under  instruction 
are  composed  of  specially  recommended  men,  detailed  from  the  vari- 
ous mounted  organizations  of  the  service. 

(c)  For  farriers  the  men  selected  must  be  intelligent  and  well 
grounded  in  reading,  writing  and  arithmetic.     For  horseshoers  the 
men  must  be  intelligent  and  of  suitable  conformation  for  the  work. 

(d)  Details  are  made  by  the  department  commanders  without 
exceeding  the  accommodations  of  the  school.    Department  command- 
ers are  authorized  to  correspond  directly  with  the  commanding  offi- 
cer of  the  post  for  this  purpose. 

(e)  The  post  commander  at  Ft.  Riley,  Kansas,  is  authorized 
to  detail,  in  addition  to  the  foregoing,  suitable  men  belonging  to  or- 
ganizations stationed  at  Fort  Riley. 

(f)  Commanders  of  organizations  note  in  the  descriptive  lists 
of  men  ordered  for  instruction,  "farrier  class"  or  "horseshoer  class," 
depending  upon  the  nature  of  the  instruction. 

THE  SCHOOL  FOR  BAKERS  AND  COOKS. 

(a)     The  course  of  this  school  is  four  months,  but  enlisted  men 
of  previous  experience  or  of  marked  ability  may,  when  deemed  pro- 


280  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

ficient  by  the  officer  in  charge,  be  graduated  after  three  months'  in- 
struction. Enlisted  men  who  are  unable  to  qualify  within  the  four 
months,  but  who  have  nevertheless  demonstrated  their  fitness  for  the 
work,  may  be  retained  for  additional  instruction  for  a  period  not  to 
exceed  one  month.  There  are  continually  under  instruction  four 
classes  of  bakers  and  four  classes  of  cooks,  a  new  class  of  each  enters 
on  the  fifteenth  of  every  month. 

(b)  The  classes  under  instruction  are  composed  of  enlisted  men 
specially    recommended   by    regimental    or   other   organization    com- 
manders, and  of  reenlisted  men  from  recruit  depots,  specially  selected 
and  recommended  by  the  commanding  officers  of  the  depots. 

(c)  The  enlisted  men  recommended  are  required  to  be  well 
grounded  in  reading,  writing  and  arithmetic. 

(d)  A   regimental   or   other   organization   commander   desiring 
to  enter  a  soldier  in  this  school  makes  application  for  the  privilege 
through  military  channels  to  the  department  commander.     Applica- 
tions may  be  forwarded  at  any  time.     The  commanding  officer  of 
each  regiment  serving  within  the  limits  of  the  Central  Department 
takes  proper  steps  to  have  at  least  one  graduate  baker  available  with 
his  regiment. 

(e)  Commanding  officers  of  recruit  depots,  within  the  limits 
of  the  Central  Department,  make  timely  application  for  details  from 
these  depots  in  accordance  with  the  respective  needs  thereof. 

(f)  Details  are  made  by  the  commanding  general  of  the  Central 
Department  in  order  to  meet  the  actual  needs  of  the  service  without 
exceeding  the  accommodations  of  the  school. 

(g)  The  post  commander  is  authorized  to  detail,  in  addition  to 
the  foregoing,  suitable  enlisted  men  belonging  to  the  organizations  sta- 
tioned at  Fort  Riley. 

(h)  Commanders  of  organizations  note  in  the  descriptive  lists 
of  men  ordered  for  instructions,  "bakers'  class,"  or  "cooks'  class," 
depending  upon  the  nature  of  the  instruction  desired. 

This  school  for  bakers  and  cooks  is  entirely  separate  and  apart 
from  the  schools  for  bakers  and  cooks  at  the  Presidio  of  San  Fran- 
cisco, California,  and  Washington  Barracks,  District  of  Columbia. 
The  course  of  instruction,  however,  is  very  much  the  same.  (See 
Chapter  XIV  for  character  of  course  of  study.) 


THE  MOUNTED  SERVICE  SCHOOL.  281 

INSTRUCTION    OF   GENERAL    APPLICATION    TO    ALL   DETAILS   OF   ENLISTED 
MEN    TO    THE    MOUNTED    SERVICE    SCHOOL. 

1.  Enlisted  men  recommended  for  detail  as  students  in  any  of 
the  courses  must,  in  addition  to  the  qualifications  set  forth  separately 
under  each  course,  fulfill  the  following  conditions: 

(a)  They  must  have  two  years  to  serve,  or,  if  they  have  had  less 
than  that  time  to  serve,  have  signified  in  writing  their  intention  to 
reenlist.     In  no  case  are  men  selected  whose  enlistments  would  expire 
while  at  the  school. 

(b)  They  must  be  of  excellent  character,  in  good  physical  con- 
dition, attested  by  a  surgeon's  certificate,  a  copy  of  which  must  ac- 
company the  descriptive  list. 

(c)  They  must  be  willing  to  accept  the  detail. 

2.  (a)     Before  being  sent  to  the  school  enlisted  men  detailed 
for  any  of  the  courses  of  instruction  are  provided  with  sufficient 
clothing   (including  two  suits  of   fatigue  uniform)    to  last  the  full 
period  of  instruction  for  which  detailed. 

(b)  Descriptive  lists  are  mailed  promptly. 

(c)  Trunk  lockers,  blankets,  etc.,  if  the  property  of  the  United 
States  Government,  are  noted  on  the  descriptive  lists. 

(d)  A  list  of  clothing  in  possession  of  the  soldier  accompanies 
his  descriptive  list. 

The  Special  Regulations  for  the  Mounted  Service  School,  when 
approved  by  the  Chief  of  Staff  of  the  Army,  are  published  from  time 
to  time  by  the  commandant. 


CHAPTER   XI. 

THE  UNITED  STATES  ARMY  MEDICAL  SCHOOL. 
(Washington,  D.  C). 

"The  epoch  of  peace  and  prosperity  with  which  our  land  is  now  blessed 
cannot  last  forever.  Until  human  nature  shall  rise  above  its  present  weak- 
nesses the  selfish  aggressions  of  one  people  will  occasionally  clash  against 
the  interests  of  another;  policies  of  different  nations  will  come  into  col- 
lision and  the  sword  will  be  used  to  cut  the  knot  diplomacy  cannot  untie. 
However  peaceable  and  non-aggressive  a  nation  may  be,  circumstances  may 
present  it  with  the  choice  of  several  evils  of  which  war  will  be  the  least. — 
Colonel  A.  L.  Wagner. 

HISTORICAL  SKETCH. 

The  Army  Medical  School  located  at  Washington,  D.  C.,  was  es- 
tablished pursuant  to  orders  of  the  War  Department  on  the  24th  of 
June,  1893,  "for  the  purpose  of  instructing  approved  candidates  for 
admission  to  the  Medical  Corps  of  the  Army  in  their  duties  as  medical 
officers." 

The  first  session  commenced  November  1,  1893,  and  continued 
four  months,  with  a  faculty  of  four  professors  occupying  the  chairs  of : 

1.  President  of  the  Faculty,  who  gave  a  course  of  lectures  on 
the  duties  of  medical  officers  in  war  and  in  peace  (including  property 
responsibility,  examination  of  recruits,  certificates  of  disability,  reports, 
rights  and  privileges,  customs  of  the  service). 

2.  Professor  of   Military   Surgery    (including  care  and  trans- 
portation of  wounded). 

3.  Professor  of  Military  Hygiene  (including  practical  instruction 
in  the  examination  of  air,  water,  food  and  clothing  from  a  sanitary 
point  of  view). 

4.  Professor  of   Clinical  and   Sanitary   Microscopy    (including 
bacteriology  and  urinology). 

The  late  Major  Walter  Reed,  now  famous  as  the  President  of  the 
Board  of  Medical  Officers  who  discovered  the  mode  of  transmission  of 
yellow  fever,  was  the  first  Professor  of  Clinical  and  Sanitary  Micro- 
scopy. 

With  the  exception  of  the  three  years,  1898-1901,  during  and 
following  the  Spanish-American  War,  the  School  has  held  yearly 
sessions.  Its  scope  of  instruction  and  its  classes  have,  in  the  mean- 
time, been  materially  enlarged. 

In  the  beginning  of  the  School,  the  student  officers  were  the  re- 
cently commissioned  first  lieutenants  of  the  Medical  Corps.  The  plan 


PRACTICAL    AND    LABORATORY    INSTRUCTION,    U.    S.    ARMY    MEDICAL 
SCHOOL,   WASHINGTON,   D.    C. 


THE  UNITED  STATES  ARMY  MEDICAL  SCHOOL.  283 

to  first  commission  the  officer  and  then  assign  him  to  the  School  was 
not  satisfactory.  Students  who  were  found  by  observation  to  be 
temperamentally,  or  otherwise,  unfitted  for  their  duties  as  medical 
officers  could  not  be  eliminated  except  by  dismissal  following  a  court- 
martial.  Legislation  has  since  made  it  possible  to  assign  approved 
candidates  to  the  school  with  the  rank  of  first  lieutenant  in  the  Medical 
Reserve  Corps,  a  position  the  tenure  of  which  may  be  terminated  by 
the  Secretary  of  War  at  any  time.  The  candidate  is  not  commissioned 
in  the  Regular  Army  until  he  has  completed  the  School  course  and  the 
faculty  is  satisfied  that  he  is  qualified  mentally,  morally,  physically 
and  temperamentally,  to  perform  the  duties  of  a  medical  officer  of  the 
Army. 

The  subjects  taught  in  the  School  are  at  present  as  follows : 

1.  Military  Surgery. 

2.  Medical  Department  Administration. 

3.  Military  Medicine  and  Tropical  Medicine. 

4.  Military  Hygiene. 

5.  Bacteriology,  Pathology,  and  Clinical  Diagnosis. 

6.  Ophthalmology. 

7.  Sanitary  Chemistry. 

8.  Sanitary  Tactics. 

9.  Operative  Surgery. 
10.     Radiology. 

In  addition  to  the  foregoing,  the  following  instruction  is  given : 

Equitation,  on  one  afternoon  a  week,  at  Fort  Myer,  Virginia,  by 
an  officer  of  the  Cavalry  service. 

A  series  of  lectures  on  Psychology,  at  the  Government  Hospital 
for  the  insane,  by  the  Superintendent  of  the  hospital. 

A  series  of  lectures  on  Military  Law,  by  an  officer  of  the  Judge- 
Advocate  General's  Department. 

One  or  more  lectures  by  each  of  four  distinguished  members  of 
the  medical  profession  on  the  Inactive  List  of  the  Medical  Reserve 
Corps,  upon  topics  chosen  by  the  lecturer. 


The  Army  Medical  School  consists  of  the  School  Board,  the 
students,  and  such  enlisted  men  of  the  Medical  Corps  of  the  Army  as 
may  be  assigned  to  it  for  duty.  The  object  of  the  School  is,  as  stated 
in  the  Historical  Sketch,  to  train  the  students  in  such  subjects  as  are 
appropriate  to  the  duties  which  an  officer  of  the  Medical  Corps  of  the 
Army  may  be  called  upon  to  perform. 


284  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

THE  SCHOOL  BOARD. 

The  commandant,  the  instructors,  and  the  assistant  instructors, 
who  are  detailed  by  orders  of  the  War  Department  from  among  the 
officers  of  the  Medical  Corps,  constitute  the  school  board.  They  meet 
at  such  times  as  the  commandant  deems  advisable.  They  arrange 
the  program  of  instruction,  prescribe  textbooks  appropriate  thereto, 
the  allotment  of  time  to  each  subject,  and  the  character  and  scope 
of  the  examinations,  and  have  final  determination  of  all  questions  con- 
cerning the  proficiency  of  students,  subject  however  in  all  respects  to 
the  express  provisions  of  the  Manual  for  the  Medical  Department, 
U.  S.  Army,  and  other  orders  and  regulations  issued  by  authority  of 
the  Secretary  of  War. 

ADMINISTRATION. 

The  general  administration  of  the  school  is  intrusted  to  the 
commandant.  In  the  case  of  the  absence  of  the  commandant  the 
senior  instructor  present  acts  as  commandant.  The  commandant  ap- 
plies to  the  Surgeon-General  for  such  articles  as  may  be  required  for 
the  school,  and  reports  annually  on  or  before  the  1st  of  July  its  prog- 
ress and  needs,  including  an  account  of  the  instruction  given  and  the 
proficiency  of  the  several  students  as  shown  in  the  final  examination. 

The  adjutant  is  chosen  by  the  commandant,  subject  to  the  approval 
of  the  Surgeon-General,  from  among  the  junior  instructors.  He  is 
the  recorder  and  custodian  of  the  records  of  the  school  board,  and 
conducts  the  correspondence  of  the  school  and  promulgates  the  orders 
of  the  commandant. 

The  property  officer  is  accountable  for  all  the  property  pertaining 
to  the  school.  He  is  chosen  by  the  commandant,  subject  to  the  approval 
of  the  Surgeon-General,  and  may,  under  the  direction  of  the  com- 
mandant, make  authorized  purchases  for  the  school  and  certify  accounts 
therefor  for  settlement. 

THE  STUDENTS. 

The  student  body  includes  the  student  candidates  for  appointment 
in  the  Medical  Corps,  and  such  medical  officers  of  the  Army  and  of  the 
organized  militia  as  may  be  ordered  or  authorized  to  attend  the  school. 

Student  candidates. — All  candidates  for  appointment  in  the  Medical 
Corps  who  pass  the  preliminary  examination  described  hereinafter,  are 
required  to  attend  the  school. 

Student  officers. — Medical  officers  of  the  Army  who  are  stationed 
at  or  near  the  city  of  Washington  or  are  on  leave  may,  with  the  per- 
mission of  the  Surgeon-General,  attend  the  school. 


THE  UNITED  STATES  ARMY  MEDICAL  SCHOOL.  285 

Student  militia  officers. — The  manual  for  the  Medical  Department 
of  the  U.  S.  Army  prescribes  the  following  rules  and  regulations 
governing  the  attendance  of  student  militia  officers  at  the  Army  Medical 
School : 

Only  such  medical  officers  of  the  militia  shall  attend  the  school  as 
shall  be  designated  from  time  to  time  by  the  Secretary  of  War. 

(a)  A   militia   officer   in   order   to   be   eligible   for   the   course   of   in- 
struction must  not  be  less  than  22  nor  more  than  35  years  of  age.    He 
must   be   of   sound    health,   good    moral    character,    and    a   citizen    of   the 
United   States.    He   must   have   been   a   member   of   the   organized   militia 
at  least  one  year,  and  must  have  such  preliminary  educational   qualifica- 
tions as  will  enable  him  to  participate  profitably  in  the  course  of  instruc- 
tion. 

(b)  Militia  officers  desiring  to  attend  the  school  must  be  nominated 
to  the  Secretary  of  War  by  the  governors  of  their  respective  States  and 
Territories,   or  by  the  commanding  general,   District  of  Columbia  militia, 
and  the  nomination  must  in  each  case  be  accompanied  by  an  affidavit  of 
the  nominee,  stating  his  age,  citizenship,  the  medical  school  from  which  he 
received  his  degree,  the  date  of  his  graduation,  and  the  length  of  his  service 
in  the  organized  militia,  and  by  a  certificate  from  the  colonel  of  his  regi- 
ment or  other  satisfactory  person  as  to  his  good  moral  character. 

(c)  Militia  officers,  before  their  admission  to  the  school,  must  sign 
an  agreement  to  attend  and  pursue  the  course  of  study  and  to  be  bound 
by  and  conform  to  the  rules  and  discipline  imposed  by  its  regulations. 

(d)  The  expense  to  the  Government  on  account  of  militia  officers  at- 
tending the  school  is  limited  strictly  to  travel  allowances,  commutation  of 
quarters,   and   subsistence.    The   travel   allowances   consist   of  the   mileage 
or  transportation  allowed  by  law.    Commutation  of  quarters  are  the  same 
as  provided  by  law  for  officers  of  the  corresponding  grade  in  the  Army. 
Militia  officers  cannot  be  furnished  with  quarters  in  kind.     For  subsistence 
each  militia  officer  is  paid  one  dollar  a  day  while  in  actual  attendance  at 
the  school. 

(e)  Each  militia  officer  must  provide  himself  at  his  own  expense  with 
the  proper  uniforms  of  his  own  State  or  Territory,  and  with  the  required 
textbooks.     The  course  will  require  the  entire  time  of  the  student,  so  that 
no  outside  occupation  during  the  school  term  is  practicable. 

(f)  A  militia  officer  found  deficient  during  the  course  in  any  subject 
may  be  conditioned  by  the  commandant  upon  the  recommendation  of  the 
school  board,  and  continued  at  the  school  with  a  view  to  making  good  his 
deficiency  at  the  final  examination.    Without  such  recommendation  he  shall 
be   reported   to   The   Adjutant   General   of  the  Army  with   a   view   to   the 
withdrawal    of   the   authority   to   attend    the   school.     Any   officer    showing 
neglect  of  his  studies  or  a  disregard  of  orders  shall  upon  recommendation 
of  the  commandant  be  deprived  of  the  privilege  of  further  attendance  at 
the  school. 

(g)  When  a  militia  officer  graduates  from  the  school  the  fact  of  his 
graduation   shall   be   reported   to   the   governor   of   his   State   or   Territory, 
who  shall  also  be  notified  in  regard  to  the  positions  in  the  medical  service 
of  the  militia  for  which  the  officer  is  specially  qualified. 

(h)  The  names  of  militia  graduates  shall  be  entered  in  the  register 
at  the  War  Department  in  accordance  with  section  23  of  the  act  of  Congress 
approved  January  21,  1903,  as  qualified  for  such  duties  as  the  school  board 
may  recommend. 

To  understand  the  purpose  of  the  Army  Medical  School,  located 
at  Washington,  D.  C.,  it  is  necessary  to  give  a  few  facts  about  the  or- 
ganization of  the  Medical  Corps  of  the  Army,  and  the  method  of  ap- 
pointment of  officers  to  this  service. 

The  Medical  Department  of  the  United  States  Army,  under  the  act 
of  Congress  approved  April  23,  1908,  as  modified  by  the  act  of  March 


286  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

3,  1911,  consists  of  the  Medical  Corps,  the  Medical  Reserve  Corps, 
the  Dental  Corps,  the  Hospital  Corps,  and  the  Nurse  Corps. 

The  Medical  Corps  consists  of  a  Surgeon-General  with  the  rank  of 
brigadier  general,  14  colonels,  24  lieutenant  colonels,  105  majors,  and 
300  captains  or  first  lieutenants  with  the  rank,  pay  and  allowances  of 
officers  of  corresponding  grades  in  the  Cavalry  arm  of  the  service. 

Section  4  of  the  act  of  Congress  referred  to  above  provides : 

"That  no  person  shall  receive  an  appointment  as  first  lieutenant  in  the 
Medical  Corps  unless  he  shall  have  been  examined  and  approved  by  an 
Army  medical  board  consisting  of  not  less  than  three  officers  of  the  Medical 
Corps  designated  by  the  Secretary  of  War." 

Vacancies  in  the  Medical  Corps  are  filled  by  appointment  to  the 
junior  grade  (first  lieutenant).  These  appointments  are  made  by  the 
President  of  the  United  States  after  the  applicant  has  passed  the 
prescribed  examination  and  has  been  recommended  by  the  Surgeon- 
General  of  the  Army. 

QUALIFICATIONS. 

An  applicant  for  appointment  in  the  Medical  Corps  of  the  Army 
must  be  between  22  and  30  years  of  age,  at  the  time  of  taking  his 
preliminary  examination,  a  citizen  of  the  United  States,  and  a  graduate 
of  a  reputable  medical  school  legally  authorized  to  confer  the  degree 
of  doctor  of  medicine,  in  evidence  of  which  he  is  required  to  submit 
his  diploma  to  the  board  at  the  time  of  his  preliminary  examination. 

Hospital  training  and  practical  experience  in  the  practice  cf  med- 
icine, surgery,  and  obstetrics  are  essential,  and  an  applicant  is  expected 
to  present  evidence  that  he  has  had  at  least  one  year's  hospital  ex- 
perience as  an  interne  after  graduation. 

EXAMINATION. 

The  examination  consists  of  two  parts — a  preliminary  examination 
and  a  final  or  qualifying  examination,  with  a  course  of  instruction  at 
the  Army  Medical  School  intervening. 

The  preliminary  examination  will  be  as  follows: 

(a).     Physical.     The   physical    examination   is   thorough. 

(b).  Written.  The  written  examination  embraces  the  following 
subjects : 

Anatomy,  physiology  and  histology,  chemistry  and  physics,  materia 
medica  and  therapeutics,  surgery,  practice  of  medicine,  obstetrics 
and  gynecology. 

The  preliminary  examinations  are  conducted  under  instructions 
from  the  Surgeon-General  by  local  boards  of  one  or  more  medical 


THE  UNITED  STATES  ARMY  MEDICAL  SCHOOL.  287 

officers,  and  by  a  central  board  of  not  less  than  three,  known  as  the 
Army  Medical  Board. 

For  set  of  questions  asked  at  a  recent  examination  see  Appendix 
II. 

Applicants  who  attain  a  general  average  of  not  less  than  80  per 
cent,  in  the  preliminary  examinations  and  are  deemed  otherwise  ac- 
ceptable are  appointed  to  the  Medical  Reserve  Corps  with  the  rank 
of  first  lieutenant  and  ordered  to  the  Army  Medical  School,  Washing- 
ton, D.  C,  for  instruction  as  candidates  for  admission  to  the  Medical 
Corps  of  the  Army.  If,  however,  a  greater  number  of  applicants 
qualify  than  can  be  accommodated  at  the  school,  the  requisite  number 
are  selected  according  to  relative  standing  in  the  examination.  An 
applicant  thus  selected  is  required,  before  entering  the  school,  to  make 
an  agreement  to  accept  a  commission  in  the  Medical  Corps  if  found 
qualified  in  the  final  examination  and  serve  at  least  five  years  there- 
after, unless  sooner  discharged.  Candidates  undergoing  instruction 
at  the  Army  Medical  School  receive  the  pay  and  allowances  of  first 
lieutenants,  including  travel  pay  from  their  homes  to  Washington. 
Pending  the  opening  of  the  next  session  of  the  school  selected  appli- 
cants may,  if  they  so  desire,  be  given  active  duty  at  Army  posts  as  their 
services  are  needed. 

An  applicant  failing  in  one  preliminary  examination  may  be  al- 
lowed another  after  the  expiration  of  one  year,  but  not  a  third.  With- 
drawal from  examination  during  its  progress,  except  because  of  sick- 
ness, is  deemed  a  failure. 

The  course  of  instruction  at  the  Army  Medical  School  is  of  eight 
months'  duration,  commencing  on  the  first  of  October  next  succeeding 
the  preliminary  examination.  It  is  both  theoretical  and  practical  and 
comprises  the  following  subjects : 

1.  Duties  of  medical  officers,  Medical  Department  Administra- 
tion, and  customs  of  the  service. 

2.  Military  Hygiene. 

3.  Clinical  Microscopy  and  Bacteriology. 

4.  Military  Surgery. 

5.  Military  and  Tropical  Medicine. 

6.  Sanitary  Chemistry. 

7.  Hospital  Corps  Drill  and  Field  Work. 

8.  Operative  Surgery. 

9.  Ophthalmology  and  Optometry. 

10.  X-ray  Work. 

11.  Equitation. 


288  MILITARY  EDUCATION   IN  THE  UNITED  STATES. 

GRADUATION. 

Ratings  for  graduation  are  made  by  the  school  board  for  pro- 
ficiency in  class  room  and  laboratory  during  the  course  of  the  term 
and  at  stated  periodical  examinations  in  the  professional  subjects 
enumerated  above,  exclusive  of  equitation,  and  for  deportment.  Stu- 
dents who  obtain  a  general  average  of  80  per  cent,  and  upward  in  the 
total  rating  receive  certificates  of  graduation  from  the  school.  During 
the  course  of  instruction  the  character,  habits,  and  general  deport- 
ment of  the  students  are  closely  observed.  If  it  shall  appear  during  a 
candidate's  attendance  at  the  school  that  his  appointment  to  the  Medical 
Corps  would  be  undesirable,  he  will  be  relieved  from  active  duty  and 
his  discharge  from  the  service  recommended.  In  cases  of  gross  mis- 
conduct mileage  allowance  home  prior  to  relief  from  active  duty  is  not 
ordered.  If  the  student  candidate  fails  to  qualify  for  graduation  con- 
formably to  the  regulations  of  the  school  he  is  relieved  from  active 
duty  and  his  discharge  from  the  service  recommended  at  the  close  of 
the  term  of  the  school.  A  second  course  in  the  school  is  in  no  case 
allowed. 

The  final  or  qualifying  examination  of  graduate  candidates  for 
appointment  in  the  Medical  Corps  is  held  by  the  Army  Medical  Board 
immediately  after  the  close  of  the  term  of  the  Army  Medical  School. 
It  covers  the  following  points:  First,  the  candidate's  physical  quali- 
fications; second,  his  clinical  skill  and  acumen;  and  third,  his  general 
aptitude  for  the  service. 

The  physical  examination  is  thorough.  If  it  reveals  a  permanent 
incapacity  for  active  military  service,  the  candidate  is  relieved  from  the 
service  recommended.  If  it  reveals  an  incapacity  curable  within  a 
brief  period,  the  candidate  is  regarded  as  physically  qualified,  and  the 
clinical  examination  is  proceeded  with.  The  question  whether  the 
incapacity  is  permanent  or  curable  is  one  for  the  examining  board  to 
determine.  In  case  of  doubt  the  examination  is  discontinued,  and  the 
candidate  relieved  from  active  duty  to  afford  him  an  opportunity  to 
effect  a  cure.  A  candidate  relieved  from  active  duty  for  this  pur- 
pose may,  upon  the  recommendation  of  the  Surgeon  General,  be  called 
into  active  service  the  following  year,  for  final  examination  with  the 
next  class  of  candidates.  Should  he  then  be  found  physically  in- 
capacitated he  is  again  relieved  from  active  duty  and  his  discharge  from 
the  service  recommended. 

The  candidate  being  found  physically  qualified,  the  board  then 
proceeds  with  his  clinical  examination  and  the  inquiry  into  his  general 


THE  UNITED  STATES  ARMY  MEDICAL  SCHOOL.  289 

aptitude,  giving  him  appropriate  ratings  under  each  head  conformably 
to  instructions  from  the  Surgeon  General. 

Graduate  candidates  who  are  found  physically  qualified  and  who 
obtain  a  general  average  of  80  per  cent,  in  their  preliminary  profession- 
al examination,  their  course  at  the  Army  Medical  School,  their  clinical 
examination,  and  their  general  aptitude,  are  eligible  for  appointment  in 
the  Medical  Corps. 

Eligible  candidates  may,  if  they  so  desire,  take  a  special  examina- 
tion in  ancient  or  modern  languages,  higher  mathematics,  or  scientific 
branches  other  than  medical.  Proficiency  therein  is  rated  by  the  board 
conformably  to  instructions  from  the  Surgeon  General. 

The  relative  standing  for  appointment  of  eligible  candidates 
is  determined  by  the  total  number  of  points  obtained  in  the  preliminary 
professional  examination,  in  the  school,  in  the  clinical  examination,  in 
general  aptitude,  and  in  the  special  examination,  if  one  is  taken. 

Eligible  candidates  who  fail  to  receive  appointments  because  of 
lack  of  vacancies  at  the  time  of  qualification  may  receive  them  in  the 
order  of  their  standing  as  vacancies  occur  before  the  graduation  of  the 
next  class.  Thereafter  they  shall  not  be  eligible  for  appointment  in  the 
Medical  Corps,  but  are  preferred  for  selection  for  volunteer  commis- 
sions and  for  active  duty  in  the  Medical  Reserve  Corps. 

Medical  Officers  are  given  every  facility  and  encouragement  to 
develop  professionally.  Instruments  and  appliances  are  liberally  sup- 
plied for  their  use  in  the  performance  of  their  duties.  Well  selected 
professional  libraries  are  furnished  each  hospital  and  standard  modern 
publications  on  medical  and  surgical  subjects  are  added  from  time  to 
time,  current  issues  of  a  number  of  representative  medical  journals  are 
furnished  for  use  of  medical  officers.  At  each  military  post  there  is 
also  a  laboratory  for  those  interested  in  such  work.  All  are  en- 
couraged to  carry  on  any  special  line  of  professional  study  which  ap- 
peals to  them  and  which  fits  them  for  their  work  as  medical  officers  of 
the  Army. 

A  very  accurate  idea  of  the  scope  of  the  work  done  at  the  Army 
Medical  School  may  be  obtained  from  the  annual  report  rendered  by 
Colonel  Charles  Richard,  Medical  Corps,  U.  S.  Army,  the  Comman- 
dant of  the  school,  to  the  Surgeon  General  of  the  Army,  for  the  school 
year  ending  May  31,  1913.  The  entire  report  is  too  lengthy  to  be 
embodied  here  but  essential  features  of  it  bearing  on  the  the  strict  sense 

of  this  chapter  are  included  in  the  following  extracts : 

********** 

19 


290  MILITARY  EDUCATION   IN  THE  UNITED  STATES. 

The  Seventeenth  Session  of  the  School  began  October  1,  1912,  and  ended 
May  31,  1913. 

The  number  of  accepted  candidates  appointed  in  the  Medical  Reserve 
Corps  and  admitted  to  the  School  was  26. 

No  student-candidate  failed  to  pass  the  mid-term  examination;  24 
completed  the  course  and  qualified  in  the  final  examination;  of  this  number, 
22  were  recommended  for  commission  in  the  Medical  Corps  of  the  Army, 
and  2  failed  to  receive  such  recommendation  because  of  deficiency  in  apti- 
tude for  the  military  service;  2  failed  to  pass  the  final  examination. 

One  student-candidate  tendered  his  resignation  after  having  been 
recommended  for  appointment  in  the  Medical  Corps.  As  this  appeared  to 
be  an  attempt  to  evade  the  obligation  assumed  by  him  prior  to  his  admis- 
sion to  the  School,  "to  accept  commission  in  the  Medical  Department  of  the 
Army,  if  found  qualified  on  final  examination,  and  to  serve  therein  for  a 
period  of  at  least  five  years  after  appointment,  unless  sooner  discharged 
by  proper  authority,"  the  faculty  unanimously  recommended  that  his  resig- 
nation be  not  accepted,  and  that  the  recommendation  for  his  appointment 
in  the  Medical  Corps  be  withdrawn.  His  resignation  was  not  accepted,  and 
he  was  appointed  in  the  Medical  Corps. 

The  following  exhibits  the  course  of  instruction  for  the  student-candi- 
dates for  the  Medical  Corps;  the  value  given  to  each  subject;  and  the 
number  of  lectures  or  hours  of  instruction: 

Military  Surgery. 

Value  of  subject:     Maximum — 800.     Minimum — 640. 

The  course  consisted  of  didactic  lectures  on  gunshot,  sword,  saber,  and 
bayonet  wounds.  It  embraced  the  mechanics  of  projectiles;  the  different 
kinds  of  projectiles  used  in  modern  warfare,  and  the  character  of  injuries 
produced  by  them;  the  action  of  explosives  on  tissues;  the  treatment  of 
wounds  in  general  and  wounds  of  special  parts;  etiology,  signs,  symptoms, 
and  treatment  of  traumatic  aneurisms;  and  varieties  of  wounds  produced 
by  cutting  and  puncturing  weapons,  and  their  treatment.  These  lectures 
were  illustrated  by  lantern  slides;  skiagraphs,  and  experimental  gunshot 
wounds  on  the  cadaver. 

This  subject  was  covered  in  24  lectures. 

Military  Medicine  and   Tropical  Medicine. 

Value  of  subject:     Maximum— 800.     Minimum — 640. 

The  course  embraced:  Meteorology  of  the  Tropics;  Trade  winds; 
Equatorial  belts;  Inland  and  seaside  climate,  etc.;  General  effects  of  climate 
on  health  of  inhabitants  of  European  blood;  Effects  of  climate  on  nutrition, 
secretion,  and  the  nervous  system;  Great  importance  of  diseases  due  to 
animal  parasites  in  the  tropics  as  contrasted  with  temperate  climates. 

Classification  of  protozoa  causing  diseases  in  man;  Description  of 
tropical  protozoa  of  the  different  sub-classes;  General  anatomy  and  physi- 
ology of  protozoa. 

Special  study  of  the  life  history  of  malarial  parasites  with  mode  of  in- 
fection; The  malarial  infections  of  the  tropics;  Laboratory  diagnosis;  Path- 
ology of  malarial  infection. 

Clinical  types  of  malaria;  Malignancy  of  tropical  malaria;  Bilious  re- 
mittent fever;  Pernicious  attacks — algid,  hyperpyrexial,  choleraic,  cerebral; 
Treatment;  Methods  of  giving  quinine  in  simple  and  malignant  cases; 
Prophylaxis  of  malarial  infection;  Haemoglobin-uric  fever;  Its  relation  to 
malaria;  Latent  and  chronic  malaria;  Relapses  in  malarial  fevers;  Malarial 
cachexia. 

Yellow  fever:  History;  Method  of  transmission  by  mosquitoes;  Proba- 
bility of  its  specific  cause  being  a  protozoan;  Symptoms;  Differential  diag- 
nosis; Pathology;  Treatment;  Prophylaxis. 

Malta  Fever:  Etiology  and  prophylaxis;  Clinical  description;  Differen- 
tial diagnosis;  Treatment;  Dengue;  Symptoms  and  diagnosis;  Difficulty  of 
differentiation  from  yellow  fever;  Treatment. 

Atypical  fevers  of  tropics:  Typhoid  fever  of  tropics;  Difficulty  of  diag- 
nosis; Importance  from  military  standpoint. 


THE  UNITED  STATES  ARMY  MEDICAL  SCHOOL.  291 

Plague:  History  of  disease  with  principal  epidemics  of  ancient  and 
modern  times;  Types  of  disease;  Pathology;  Etiology;  Epidemiology; 
Plague  rats  and  plague  fleas;  Symptoms;  Diagnosis;  Prophylaxis. 

Cholera:  History;  Importance  from  military  standpoint;  Epidemiology 
and  etiology;  Laboratory  diagnosis;  Symptoms  and  clinical  diagnosis;  Path- 
ology; Treatment  and  prophylaxis. 

Beri-beri:  History;  Beri-beri  and  scurvy;  Different  theories  as  to  eti- 
ology; Recent  discoveries  as  to  dietetic  causes  of  the  disease;  Clinical  his- 
tory and  diagnosis;  Pathology;  Treatment  and  prophylaxis. 

Trypanosomiasis  in  animals  and  man:  Description  of  typical  trypano- 
some;  Symptoms  and  history  of  trypanosomiasis ;  Sleeping  sickness;  Leish- 
man-Donovan  bodies  and  Kala  azar;  Transmission  of  blood  flagellates  by 
different  insects;  Treatment  and  prophylaxis. 

Tropical  dysentery:  Description  of  amoeba;  etiological  factors  in  dysen- 
tery; Symptoms  and  varieties  of  disease;  Pathology;  Treatment  and  prophy- 
laxis. 

Tropical  abscess  of  liver:  Another  mode  of  amcebic  infection;  Causa- 
tion; Symptoms  and  treatment;  Epidemic  dysentery  due  to  bacilli  of  differ- 
ent though  related  strains;  Importance  to  military  sanitarians;  History; 
Epidemiology;  Symptoms  and  treatment. 

Filariasis:  Filarise  in  blood  and  connective  tissue;  Life  history  of 
F.  Bancroft!;  Method  of  transmission  by  mosquito;  Surgical  results  of 
filariasis;  Elephantiasis. 

Dracontiasis  or  Guinea  worm  disease:  Life  history  of  the  parasite; 
Clinical  description  of  disease;  Treatment.  Yaws:  Relations  to  syphilis; 
Causation  and  pathology;  Clinical  description. 

Intestinal  animal  parasites  of  tropics  other  than  protozoa:  Classifica- 
tion of  intestinal  worms;  Cestoda  of  tropics;  Dwarf-tapeworm;  Trematode 
worms  of  tropics. 

Schistosomiasis:  Endemic  hematuria;  History  of  parasite;  Symptoms 
and  course  of  disease;  Treatment;  Surgical  complications;  Paragonimus  and 
endemic  hemoptysis;  Description  of  parasite  and  history  of  disease;  Diag- 
nosis. 

Nematode  worms:  Round  worm;  Whip  worm;  Hookworm:  Differentia- 
tion by  ova;  Hookworm  disease:  Importance  to  military  surgeon;  History; 
Causation  and  prophylaxis;  Methods  of  infection;  Treatment. 

Eighteen  hours  were  devoted  to  these  subjects. 

Military  Hygiene. 

Value  of  subject:     Maximum — 800.     Minimum — 640. 

The  course  embraced:  Morbidity  and  mortality  in  the  military  service; 
Sickness  in  tropical  countries;  Influence  of  Race,  Age,  and  Length  of 
service;  Diseases  of  the  soldier;  Mosquitoes;  Parasitic  diseases;  Diseases 
caused  by  immoral  or  intemperate  habits;  Recruiting;  Exercise; 
March;  Personal  hygiene;  Water;  Water  purification;  Food;  Vegetable 
food;  The  nutritive  value  of  foods;  Field  cookery;  The  ration;  The  ration 
in  the  tropics;  Rules  to  be  observed  in  eating  and  drinking;  Beverages; 
Clothing,  uniform  and  equipment;  Posts,  barracks  and  quarters;  Military 
hospitals;  Air;  Ventilation;  Heating;  Lighting;  Disposal  of  excreta; 
Garbage  and  wastes;  Soil;  Camps;  Latrines;  Disposal  of  wastes,  garbage 
and  refuse  in  camps;  General  sanitary  rules  in  the  field;  Service  in  warm 
climates;  Service  in  cold  climates;  Disinfection  and  disinfectants;  Naval 
and  marine  hygiene;  Quarantine. 

This  course  was  completed  in  21  hours  of  instruction. 

Sanitary  Chemistry. 

Value  of  subject:     Maximum— 600.     Minimum — 480. 

This  course,  which  was  almost  entirely  a  practical  laboratory  course, 
consisted  of,  first:  qualitative  analyses  of  the  different  groups  of  metals, 
with  a  view  of  refreshing  the  chemical  knowledge  of  the  student-candidate, 
and  of  familiarizing  them  in  laboratory  technique.  Following  this,  the 
course  consisted  of  examination  of  stomach  contents,  quantitative  and 
qualitative;  examinations  for  the  commoner  poisons  and  alkaloids;  chemical 
analysis  of  urine;  chemical  analysis  of  water;  examination  of  air;  the 


292  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

determination  of  the  purity  of  pharmacopeial  substances  (the  mineral 
salts,  alcohol,  chloroform,  aether,  calcium,  magnesium  sulphate,  potassium 
bromide,  potassium  iodide,  quinine  sulphate,  sodium  salicylate) ;  and  ex- 
amination of  foods  (flour,  milk,  butter,  vinegar). 

One  hundred  and  fifty  instruction  hours  were  devoted  to  this  course. 

Bacteriology,  Pathology,  and  Clinical  Diagnosis. 

Value   of   subject:     Maximum— 900.     Minimum — 720. 

The  course  in  bacteriology  and  clinical  microscopy  was  expanded  in 
several  respects.  ***** 

The  course  in  bacteriology  and  clinical  diagnosis  covered  the  standard 
work  usually  undertaken  in  postgraduate  schools,  and  in  addition  included 
complete  studies  of  cholera,  typhoid  fever,  and  plague.  These  subjects 
are  not  only  important  in  themselves,  but  afford  opportunity  for  the 
demonstration  of  the  greater  number  of  technical  procedures  of  bacteriology 
and  serology.  In  the  study  of  typhoid  and  allied  fevers,  a  course  neces- 
sitating 12  working  days,  was  given,  which  included  the  isolation  of  the 
paratyphoid  bacilli,  as  well  as  the  typhoid,  from  blood,  urine  and  feces. 
The  course  in  bubonic  plague  was  more  complete  than  has  heretofore 
been  given,  and  included  the  demonstration  of  acute  lesions  in  freshly  in- 
fected animals  and  tissues,  and  stained  smears  from  natural  infections  in 
men  and  animals. 

To  illustrate  actinomycosis,  a  classical  case  was  exhibited  and  from  it 
the  students  prepared  successfully  stained  smears  and  cultures.  Rabies 
illustrated  with  material  from  a  fresh  human  case,  as  well  as  by  typical 
symptoms  and  lesions  in  animals. 

The  subject  of  bacterial  vaccines  was  studied  during  four  working 
days.  In  addition  to  lectures  and  demonstrations  on  the  immunity  re- 
actions involved,  the  therapeutic  use  of  vaccine  in  various  diseases  was 
considered  and  each  student  prepared  a  staphylococcus  vaccine. 

At  the  conclusion  of  the  course,  2  weeks  were  devoted  to  the  diseases 
caused  by  the  anaerobic  bacteria,  and  most  of  the  methods  which  have  been 
successfully  used  in  the  study  of  anaerobes  were  demonstrated  to,  or  W3re 
used  by  the  class. 

Two  hundred  and  sixty-eight  hours  were  devoted  to  instruction  in  this 
course. 

Medical  Department  Administration. 

Value  of  subject:     Maximum— 1,000.    Minimum — 900. 

This  course,  to  which  were  devoted  four  hours  per  week,  aggregating 
96  hours,  during  the  entire  school  term,  was  divided  into  three  parts,  as 
follows : 

I.     Regulations. 
II.     General  Medical  Department  Administration. 

III.     Medical  Department  Administration  in  Campaign. 

Under  Part  I:  Army  Regulations;  Field  Service  Regulations;  Manuals 
for  different  staff  departments;  Orders  and  Reports  were  discussed,  and 
their  nature,  contents  and  uses  explained. 

Organization  of  the  staff  departments;  Customs  of  the  Service  (social 
and  official) ;  Uniforms  and  Dress. 

Organization  of  the  Army  in  peace  and  war,  including  Regular  Army, 
Militia,  and  Volunteers. 

Military  Discipline:  Precedence;  Rank  and  Command;  Articles  of 
War;  Courtesy;  Obedience,  etc. 

Under  Part  II:  Medical  Department  of  the  Army  and  its  organization; 
Medical  Corps;  Medical  Reserve  Corps;  Dental  Corps;  Hospital  Corps;  Army 
Nurse  Corps;  Civilian  Employees.  Their  duties;  education;  training.  Hos- 
pitals; Duties  of  Medical  Officers;  Physical  Examinations;  Reports  and  Re- 
turns; Supplies  and  Materials. 

Under  Part  III:  Organization  of  land  forces  of  the  United  States  in 
peace  and  war;  Shelter;  Camping;  Camp  Sanitation;  Marches  and  Convoys; 
Supply  and  Transportation;  Sanitary  Service;  Map  Reading. 


THE  UNITED  STATES  ARMY  MEDICAL  SCHOOL.  293 

Ophthalmology. 

Value  of  subject:     Maximum— 400.     Minimum— 320. 

The  first  sixteen  hours  of  this  course  were  devoted  to  theoretical  in- 
struction. During  this  time  the  class  covered  general  optical  principles, 
optical  consideration  of  the  eye,  errors  of  refraction,  anomalies  of  accom- 
modation, and  the  theory  of  the  ophthalmoscope  and  retinoscope. 

The  remainder  of  the  course  was  made  as  practical  as  possible.  The 
students  were  required  to  refract  cases  subjectively,  correct  for  presbyopia, 
make  muscle  tests  and  write  prescriptions  for  glasses.  They  were  also 
required  to  use  the  ophthalmometer  and  perimeter  and  to  make  a  complete 
systematic  examination  of  each  patient. 

In  the  dark-room  the  students  were  first  required  to  study  the  normal 
fundus  of  the  schematic  eye,  and  when  they  became  familiar  with  the 
ophthalmoscope,  they  studied  the  normal  fundus  of  patients.  This  exer- 
cise was  supplemented  by  lantern  demonstrations  of  the  various  types  and 
anomalies  of  the  normal  fundus,  which  could  not  be  secured  for  clinical  ex- 
amination. 

Retinoscopy  was  next  taken  up,  using  the  schematic  eye  and  later 
patients  under  a  cycloplegic.  The  students  were  required  to  refract  ob- 
jectively, prescribe  glasses  and  make  a  written  report  of  their  work,  which 
was  checked  up  at  the  time  and  any  inaccuracies  corrected. 

In  conjunction  with  the  practical  work  in  refraction,  cases  of  neuritis, 
neuro-retinitis,  optic  atrophy,  glaucoma,  albuminuric  retinitis,  angiosclerotic 
fundi,  retinitis  pigmentosa,  choroiditis,  posterior  staphyloma  and  various 
other  diseases  were  secured  for  examination  from  the  Walter  Reed  General 
Hospital,  The  Soldiers'  Home,  and  an  eye  clinic  in  the  city.  Preceding 
the  clinical  examination  of  these  cases  a  short  talk  was  given  on  the  subject 
for  study  that  day,  and  by  means  of  the  reflectroscope  and  an  excellent  set 
of  engravings  all  the  pathological  changes  in  each  disease  were  demon- 
strated. 

The  final  examination  was  entirely  practical  and  included  the  refrac- 
tion, the  diagnosis  of  fundus  conditions,  and  the  systematic  examination  of 
cases. 

Each  student-candidate  received  27  hours  of  instruction  in  this  course. 

To  properly  appreciate  the  next  subject  it  must  be  understood  that 
the  Medical  Corps  of  the  United  States  Army  is  organized  into  units 
both  administrative  and  tactical  (from  the  medical  sense)  and  that 
various  drills  and  evolutions  are  practiced  similar  in  many  respects  to 
those  of  the  combatant  forces,  with  the  exception  that  these  exercises 
do  not  take  upon  themselves  the  nature  of  movements  contemplated 
in  real  combat,  but  of  the  character  that  facilitates  the  movements  of 
large  bodies  of  this  Corps  in  the  performance  of  their  duties  in  caring 
for  the  wounded  on  the  field  of  battle.  The  report  continues : 

Sanitary  Tactics. 

Value  of  subject:     Maximum — 500.     Minimum— 400. 

The  instruction  in  this  Department  embraced  the  following  drills  and 
subjects : 

School  of  the  Soldier;  Setting  up  Exercises;  Squad  and  Detachment 
Drill;  Litter  Drill;  Ambulance  Drill;  Saber  Drill;  Methods  of  Moving 
Wounded  Without  Litters;  Tent  Pitching  Drill;  Demonstration  and  In- 
struction in  the  use  of  the  equipment  for  Hospital  Corps  men;  Demonstra- 
tion of  the  equipment  and  method  of  pitching  field  hospitals  and  dressing 
stations;  Instruction  in  the  use  of  the  First  Aid  Package. 

Forty-eight  hours  were  devoted  to  this  course. 


294  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

Operative   Surgery. 

Value  of  subject:     Maximum— 400.     Minimum — 320. 

This  course  embraced  operations  on  the  cadaver,  including  amputations, 
disarticulations,  joint  resections,  ligation  of  arteries,  and  the  more  com- 
mon head,  chest,  and  abdominal  operations.  The  surgical  anatomy  of  the 
parts  operated  upon  was  reviewed  in  a  quiz  at  each  lesson. 

Each   student-candidate   received   17   hours   instruction   in   this   course. 

Radiology. 

Value  of  subject:     Maximum — 300.     Minimum — 240. 

This  course  embraced  the  nature,  properties,  and  the  laws  governing 
electricity;  the  history,  character,  and  properties  of  the  X-Ray;  discussion 
and  explanation  of  the  apparatus  for  generating  these  rays;  transformers; 
radiography  and  its  technique.  This  was  followed  by  a  practical  course  of 
instruction  in  the  dark-room  in  the  development  of  photographic  plates. 
Each  student-candidate  was  required  to  make  radiographs  of  different  por- 
tions of  the  body  and  to  develop  the  plates,  and  thus  become  thoroughly 
conversant  with  all  the  practical  details  of  this  work.  Considerable  time 
was  also  devoted  to  the  interpretation  of  X-Ray  plates,  and  skiascopy  in  the 
living  subject. 

Each  student-candidate  received  26  instruction  hours  in  this  sub- 
ject. 

Psychiatry. 

On  this  subject  Dr.  White,  Superintendent  of  the  Government  Hospital 
for  the  Insane,  delivered  thirteen  lectures  during  the  School  term. 

The  course  embraced:  dementia  precox;  paranoia  and  paranoid  states; 
depressions;  maniac-depressive  insanity;  alcoholic  psychoses;  senile  de- 
mentia; arterio-sclerotic  dementia;  arterio-sclerotic  dementia  with  focal 
brain  lesions;  congenital  defect  states  (idiocy,  imbecility,  and  feeble-mind- 
edness) ;  neurological  cases.  Patients  suffering  with  dementia  precox;  pare- 
sis, cerebral  lues;  and  maniac-depressive  insanity  were  presented  and  the 
members  of  the  class  were  required  to  examine  and  report  on  them.  In 
addition  to  these  lectures  there  were  clinical  demonstrations  by  Captain 
King  on  the  various  symptoms  of  mental  disease,  a  lecture  on  hydrotherapy, 
and  a  demonstration  of  its  application. 

Medical  officers  are  required  to  be  mounted.  To  equip  the  medical 
officer  with  a  knowledge  of  his  horse,  and  of  the  methods  of  bridling, 
saddling,  mounting,  dismounting,  and  other  necessary  instruction,  this 
very  efficient  school  has  not  overlooked  this  very  important  part  of  the 
Army  surgeon's  education,  as  is  evidenced  from  the  following: 

Equitation. 

Hours  of  instruction — 22. 

This  course  consisted  of  instruction  in  saddling  and  bridling;  parts 
of  the  horse;  parts  of  the  bridle  and  saddle;  mounting  and  dismounting; 
saddle  and  bareback  work;  the  military  seat;  use  of  the  aids;  simple 
movements  at  a  walk,  trot  and  gallop;  use  of  the  flat  saddle;  jumping 
low  hurdles;  use  of  the  double  bridle;  lectures  on  the  care  of  the  horse; 
manual  of  the  saber;  and  care  of  leather  equipments. 

Military  Law. 

This  course  embraced  the  following  subjects,  and  was  covered  by 
eight  lectures:  Discipline,  its  importance  and  how  maintained;  brief  history 
of  military  law,  martial  law,  and  the  law  of  hostile  occupation,  and  of  the 
Articles  of  War  and  Army  Regulations;  courts-martial,  the  different  kinds, 
and  the  purpose  and  scope  of  each  in  time  of  peace  and  war;  military  com- 


THE  UNITED  STATES  ARMY  MEDICAL  SCHOOL.  295 

missions;  drafting  of  charges  and  specifications  and  consequent  proceedings; 
judge-advocate's  preparation  of  case  for  trial,  counsel's  preparation  for  de- 
fense; general  pleas  and  special  pleas;  how  disposed  of;  evidence;  courts 
of  inquiry,  retiring  boards  and  other  boards.  ****** 

The  report  states  here  that  "A  series  of  interesting  and  very  in- 
structive lectures  were  delivered  by  special  professors,"  and  gives  the 
subjects  of  these  lectures  as  follows:  "Surgery  of  the  Bones,"  "Sur- 
gery of  the  Brain,"  "The  Chronic  Arthritides,"  and  gives  the  names 
of  the  lecturers. 

Continuing,  Colonel  Richard  states : 

One  officer  of  the  Medical  Corps,  U.  S.  Army,  attended  the  School  during 
the  session,  for  a  special  course  of  instruction  in  serology  and  special 
bacteriology,  preparatory  to  taking  charge  of  one  of  the  department  lab- 
oratories. 

One  medical  officer  of  the  Organized  Militia  took  a  special  course  of 
instruction  in  sero-diagnosis,  preparation  of  vaccines,  etc.  His  work  was 
highly  satisfactory  in  all  respects,  and  the  experience  gained  will  no  doubt 
be  of  benefit  to  the  military  service  of  his  State. 

The  Hospital  Corps  men  (2  Sergeants  first  class,  1  Sergeant,  and  1 
Private)  detailed  at  the  School  for  instruction  in  X-Ray  work  and  photog- 
raphy, have  proven  apt  and  have  acquired  the  technical  knowledge  and  skill 
necessary  to  qualify  them  as  instructors  in  these  subjects. 

Here  follows  a  brief  description  of  the  closing  exercises  of  the 
school  year,  and  continues: 

Believing  that  the  faculty  of  the  School  should  be  given  titles  com- 
mensurate with  the  character  and  importance  of  their  duties,  it  was  recom- 
mended, during  the  session,  that  the  titles  of  "Instructor"  and  "Assistant 
Instructor,"  previously  held,  be  changed  to  "Professor"  and  "Assistant  Pro- 
fessor," and  that  the  distinguished  members  of  the  Medical  Reserve  Corps, 
detailed  to  deliver  lectures  upon  professional  subjects  before  the  students 
of  the  School,  be  given  the  title  of  "Special  Professor"  for  the  session  dur- 
ing which  the  lectures  are  delivered.  This  recommendation  having  been 
approved  by  the  Secretary  of  War,  the  change  was  effected  on  January  25, 
1913.  The  work  of  all  officers  connected  with  the  School  has  been  effi- 
ciently and  enthusiastically  performed.  The  clerical  work  has  been  greatly 
improved  by  the  assignment  of  four  civilian  clerks.  This  has  been  of  great 
assistance  in  the  preparation  of  scientific  papers  emanating  from  the  School, 
especially  those  published  in  the  Bulletin  of  the  Surgeon  General's  Office. 
The  enlisted  personnel  of  the  School  has  proven  competent  and  satisfactory 
in  every  respect.  There  has  been  no  infraction  of  discipline  among  it. 

Then  follows  a  number  of  pages  of  a  very  clear  and  minute  de- 
scription of  the  laboratory  work  performed  at  the  school,  dealing  par- 
ticularly with  those  things  with  which  the  army  surgeon  is  most  fre- 
quently called  upon  for  service,  opinion  and  advice.  The  report 
then  concludes  with  the  following  recommendation : 

I  desire  to  invite  attention  to  what  I  believe  to  be  a  defect  in  the  method 
of  securing  the  pledges  from  qualified  candidates,  required  by  paragraph 
8,  Manual  for  the  Medical  Department.  Under  this  method  the  pledge  is 
given  by  the  candidate  prior  to  acceptance  of  his  appointment  in  the  Medi- 
cal Reserve  Corps,  and  its  violation  cannot  be  made  a  matter  of  disciplinary 
action,  since  it  was  secured  prior  to  the  entry  of  the  candidate  into  the 
military  service.  It  is  recommended  that  in  the  future  this  pledge  be  re- 
quired from  the  candidate  after  his  acceptance  of  appointment  in  the  Medi- 


296  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

cal  Reserve  Corps  so  that  in  case  of  its  violation  disciplinary  action  can 
be  taken. 

The  following  extract  from  '"Memorandum  for  the  Information 
and  Guidance  of  Students  of  the  Army  Medical  School"  conveys  a 
good  idea  of  the  discipline  and  thoroughness  of  the  work  contemplated 
by  the  governing  authorities  of  that  school : 

MEMORANDUM 

FOB  THE  INFORMATION  AND  GUIDANCE  OF  STUDENTS  OF  THE  ARMY  MEDICAL  SCHOOL. 


"The  purpose  of  the  ARMY  MEDICAL  SCHOOL  is  to  train  in  such 
subjects  as  are  appropriate  to  the  duties  which  a  medical  officer  of  the 
Army  is  ordinarily  called  upon  to  perform.  Students  will,  therefore,  re- 
member that  they  are  under  orders  from  the  Secretary  of  War.  A  per- 
functory performance  of  duty,  carelessness,  or  indolence  is  not  to  be  tol- 
erated. In  this  connection,  attention  is  invited  to  the  62nd  Article  of  War.* 

"Students  will  be  required  to  be  punctual  in  their  attendance  at  the 
exercises  of  the  School,  as  it  is  expected  that  they  will  be  conscientious  and 
painstaking  in  their  work. 

"2.  The  roll  will  be  called  before  each  lecture  and  before  beginning 
work  in  the  laboratories. 

"3.  Absence  from  a  lecture  or  from  laboratory  instruction  will  be  re- 
ported by  the  officer  in  charge  to  the  Adjutant,  who  will  require  from  the 
student  a  written  explanation.  Habitual  tardiness  will  be  reported. 

"4.  Smoking  will  not  be  indulged  in  during  the  hours  of  instruction, 
nor  where  there  is  any  loose  paper  or  inflammable  material. 

"5.  Students  will  be  required  to  wear  the  service  uniform  of  their 
grade  during  the  hours  of  instruction  except  when  engaged  in  laboratory 
work,  when  a  black  cambric  gown  may  be  worn. 

Closets  are  provided  in  the  cloak  room  for  the  clothing  of  students. 

"6.  The  books  in  the  School  library  may  be  taken  for  a  period  of  two 
weeks  upon  application  to  the  Property  Officer. 

"Books  from  the  Library  of  the  Surgeon  General's  Office  may  be  ob- 
tained by  applying  to  the  Librarian  of  that  library." 

"7.  The  following  values  will  be  given  the  several  subjects  in  de- 
termining the  proficiency  of  the  students  at  the  end  of  the  session: 

Subjects.                                                                    Minimum.  Maximum. 

Bacteriology,  Pathology  and  Clinical  Diagnosis 720  900 

Medical   Department  Administration    640  800 

Military    Hygiene    640  800 

Military  Surgery    640  800 

Military  Medicine  and  Tropical  Medicine    640  800 

Sanitary   Chemistry    480  600 

Sanitary   Tactics    400  500 

Operative    Surgery    320  400 

Ophthalmology    320  400 

Radiology    240  300 

Deportment    400  500 


Total    5,440  6,800 

"In  order  to  be  rated  'proficient'  and  receive  a  certificate,  a  student 

must  obtain  5,440  points,  or  80  per  cent. 

"Those  who  receive  6,120  points  (90  per  cent),  or  over,  will  be  rated  as 

'proficient  with  honor.' 


*Art.  62.  All  crimes  not  capital,  and  disorders  and  neglects,  which  officers  and 
soldiers  may  be  guilty  of,  to  the  prejudice  of  good  order  and  military  discipline, 
though  not  mentioned  in  the  foregoing  articles  of  war,  are  to  be  taken  cognizance 
of  by  a  general,  or  a  regimental,  garrison  or  field  officers'  courtmartial,  according  to 
the  nature  and  degree  of  the  offense,  and  punished  at  the  discretion  of  the  court. 


THE  UNITED  STATES  ARMY  MEDICAL  SCHOOL.  297 

"A  student  who  obtains  less  than  80  per  cent  will  not  receive  a  certifi- 
cate of  proficiency. 

"8.  A  schedule  of  lectures  and  laboratory  instruction  will  be  posted 
on  the  bulletin  board.  Due  notice  will  be  given  of  any  departure  from  this 
schedule. 

"9.  Official  communications  on  any  subject,  whether  relating  to  the 
School  or  not,  will  be  in  writing,  in  the  usual  form  of  'Official  Correspond- 
ence,' and  addressed  to  the  'Commandant.'  In  this  connection,  attention 
is  invited  to  Army  Regulations  and  General  Orders  No.  23,  War  Depart- 
ment, 1912.  ****** 

"10.  Each  student  will  as  soon  as  practicable,  inform  the  Adjutant 
of  his  city  address.  Any  change  of  address  or  of  conjugal  condition  will  be 
reported  immediately. 

"11.  In  case  a  student  is  prevented  by  illness  from  attending  the 
School  he  will  immediately  report,  by  letter  or  telephone,  to  the  Ad- 
jutant" 


CHAPTER  XII. 

GARRISON    SCHOOLS    FOR    COMMISSIONED    OF- 
FICERS OF  THE  ARMY. 

(At  Military  Posts). 

"Peruse  again  and  again  the  campaigns  of  Alexander,  Hannibal,  Caesar, 
Gustavus  Adolphus,  Turenne,  Eugene,  and  Frederick.  Model  yourself  upon 
them.  This  is  the  only  means  of  becoming  a  great  captain,  and  of  acquiring 
the  secret  of  the  art  of  war.  Your  own  genius  will  be  enlightened  and  im- 
proved by  this  study,  and  you  will  learn  to  reject  all  maxims  foreign  to 
the  principles  of  these  great  commanders." — Maxim  of  Napoleon. 

GARRISON     SCHOOLS. 

Garrison  schools  at  each  military  post  for  the  instruction  of  offi- 
cers "in  subjects  pertaining  to  the  performance  of  their  ordinary 
duties,"  are  prescribed  by  the  Army  Regulations,  and  are  a  part  of  the 
military  educational  system  of  the  United  States.  These  schools  are 
conducted  under  the  personal  supervision  of  the  post  commanders. 
The  character  of  instruction,  and  the  more  or  less  specific  manner  in 
which  these  schools  are  conducted  is  set  forth  in  orders  from  the 
War  Department  at  Washington. 

ANNUAL  PERIOD  OF  INSTRUCTION. 

The  annual  period  for  theoretical  instruction  of  officers,  exc( 
those  serving  in  the  Philippines  Division  and  coast  artillery  officers 
in  the  Department  of  the  Gulf,  extends  from  November  1  to  Marcl 
30,  inclusive,  of  each  year.  For  all  officers  serving  in  the  Philippine 
Division  and  for  coast  artillery  officers  in  the  Department  of  the 
Gulf  this  period  extends  from  June  1  to  October  30,  inclusive.  Exer- 
cises in  instruction  are  held  daily  except  Saturdays,  Sundays,  holidays, 
and  the  period  from  December  24  to  January  2,  both  inclusive. 

ATTENDANCE  OF  OFFICERS. 

All  lieutenants  of  the  line  of  the  Army,  including  lieutenanl 
of  engineers  serving  with  troops,  are  required,  with  the  exceptions 
mentioned  below,  to  take  the  entire  garrison  school  course  for  theii 
respective  arms  of  the  service. 

Department  commanders  may  authorize  captains  and  lieutenants 
of  the  Medical  Corps,  upon  their  own  application,  to  take  the  garri- 
son school  course  in  any  or  all  of  the  following-named  subjects: 


GARRISON   SCHOOLS  FOR  COMMISSIONED   OFFICERS.  299 

Field  service  regulations,  military  law,  international  law,  and  military 
hygiene. 

During  their  first  year  of  commissioned  service,  officers  of  in- 
fantry, cavalry,  field  artillery,  and  coast  artillery  are  required  to 
pursue  the  preliminary  course  of  instruction  prescribed  for  their  re- 
spective arms  of  the  service.  No  preliminary  course  for  officers  of 
the  Corps  of  Engineers  is  prescribed;  these  officers  receive  such 
special  educational  training  as  may  be  prescribed  by  proper  authority 
before  taking  the  garrison  school  course.  The  time  each  officer  is 
to  enter  upon  the  regular  garrison  school  course  is  determined  by 
the  department  commander  upon  recommendation  of  the  post  com- 
nder.  The  department  commander  may  authorize  an  officer  upon 
own  application  to  take  one  or  more  subjects  of  the  regular  course 
hile  pursuing  the  preliminary  course. 

Officers  who  have  been  examined  for  promotion,  and  graduates 
f  any  of  the  service  schools,  are  exempt  from  the  garrison  school 
course  in  subjects  successfully  completed  by  them. 

Officers  having  certificates  of  proficiency  from  the  officers'  "post 
school,"  the  organization  and  the  course  of  study  of  which  was  in 
many  ways  similar  to  the  present  garrison  schools ;  or  officers  who  may 
have  secured  certificates  from  garrison  schools,  are  exempt  from 
taking  the  course  in  any  subject  or  subjects  which  may  be  completely 
covered  by  such  certificates. 

When  new  drill  regulations  or  manuals  pertaining  to  the  drill 
of  any  arm  are  adopted,  post  commanders  see  that  the  battalion, 
squadron,  or  fire  commanders  of  their  commands,  of  the  arm  con- 
cerned, who  are  directly  responsible  for  the  theoretical  instruction 
of  subordinates,  take  the  action  necessary  to  insure  the  immediate  in- 
struction of  their  captains  and  lieutenants  in  the  text  adopted. 

When  new  drill  regulations  are  adopted  certificates  of  profi- 
ciency in  those  superseded  become  void,  and  therefore  all  captains 
and  lieutenants,  regardless  of  length  of  service,  take  the  next  regu- 
lar examination  in  this  subject  in  the  garrison  school  course. 

Those  who  have  certificates  of  proficiency  in  the  superseded  regu- 
lations are  privileged  but  not  required  to  attend  the  garrison  school 
course  in  the  new  regulations. 

Student  officers  on  duty  at  a  military  post  are  required  to  attend 
the  daily  sessions  of  the  school  unless  excused  by  the  department  com- 
mander, or  should  the  officer's  enforced  attendance  serve  as  serious 
detriment  to  other  important  duties.  If  absent  from  their  posts  dur- 
ing the  whole  or  any  part  of  the  school  year,  they  are  required  to 


300  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

study  the  subjects  taken  up  during  their  absence  and  to  take  the 
regular  examinations  therein  at  some  convenient  post  or  station  desig- 
nated by  the  department  commander,  unless  through  sickness  or  other 
cause  beyond  his  control  an  officer  has  not  had  the  opportunity  to 
prepare  himself  properly  in  a  subject. 

Lieutenants  serving  by  detail  in  staff  corps  and  departments 
and  those  on  duty  at  the  United  States  Military  Academy  and  at 
Service  Schools  are  not  required  while  on  such  duty  to  take  the  gar- 
rison school  course.  All  other  lieutenants  of  the  line  of  the  Army, 
except  those  who  have  been  examined  for  promotion,  who  have  certifi- 
cates of  proficiency  from  properly  constituted  post  schools,  or  who 
are  graduates  of  any  of  the  Service  Schools,  who  are  not  under  th( 
jurisdiction  of  a  department  commander,  unless  exempt  from  the 
garrison  school  course,  submit  reports  to  The  Adjutant  General  of 
the  Army  not  later  than  November  1  of  each  year,  specifying  the 
subject  or  subjects  not  completed  by  them  and  stating  whether  or 
not  their  duties  permit  them  to  prepare  for  the  examinations. 

When  it  is  impracticable  for  an  officer  to  attend  the  daily  ses- 
sions of  the  school  without  serious  detriment  to  other  important  duties, 
he  may  be  excused  by  the  department  commander  from  recitations 
and  conferences  and,  if  necessary,  from  practical  instruction  for 
the  whole  or  any  part  of  the  school  year. 

At  posts  garrisoned  by  two  companies  or  less,  regular  daily  reci- 
tations or  conferences  may  be  dispensed  with  wholly  or  in  part  when 
in  the  opinion  of  the  department  commander  the  interests  of  the 
service  demand  it;  but  no  part  of  the  practical  instruction  is  omitted. 

If  an  officer  be  excused  from  examination  because  through  sick- 
ness or  other  unavoidable  cause  he  has  not  had  the  opportunity  to 
prepare  himself  in  any  subject,  or  be  found  deficient  on  examination, 
or  for  any  other  reason  fails  to  complete  satisfactorily  a  subject, 
he  is  required  to  repeat  the  course  in  that  subject  in  the  school  year 
in  which  it  is  next  taken  up,  or  during  the  interval  between  the 
school  years  if  it  be  a  subject  in  the  preliminary  course,  unless  he  has 
successfully  passed  his  examination  for  promotion,  or  graduated  from 
a  Service  School. 

During  the  school  year  leaves  of  absence  are  not  granted  offi- 
cers while  under  instruction,  save  under  exceptional  circumstances. 

INSTRUCTORS. 

The  greatest  care  is  exercised  in  selecting  instructors.  When 
practicable  they  are  senior  in  rank  to  student  officers,  but,  whether 


GARRISON   SCHOOLS  FOR   COMMISSIONED   OFFICERS.  301 

senior  or  junior,  the  respect  due  their  position  must  be  accorded  them 
while  they  are  in  the  execution  of  their  duty. 

When  no  other  officer  is  present  and  available  a  student  officer 
may  be  detailed  as  instructor,  and  when  so  detailed  he  is  excused, 
if  he  so  desires,  from  examination  in  the  subject,  or  subjects,  in 
which  he  has  acted  as  instructor. 

The  instructor  in  military  hygiene  is  ordinarily  a  medical  offi- 
cer of  the  Army. 

PRELIMINARY  COURSE  OF  INSTRUCTION. 

The  preliminary  course  of  instruction  is  complete  in  one  school 
year.  If  it  becomes  necessary  to  repeat  the  course  in  any  subject 
a  special  period  for  instruction  in  that  subject  is  designated  by  the 
post  commander. 

The  method  of  instruction,  the  order  in  which  the  subjects  are 
to  be  taken  up,  and  the  period  to  be  allotted  to  each  subject  in  the 
preliminary  course,  is  left  to  the  discretion  of  the  post  commander, 
who  through  personal  supervision  assures  himself  that  the  instruc- 
tion is  thorough,  and  that  proper  habits  of  application  and  study 
are  formed  by  the  young  officers  under  his  command. 

The  subjects  included  in  the  preliminary  course  are  as  follows: 

(a)     Infantry  and  cavalry. 

1.  Manual  of  Guard  Duty. 

2.  Field   Service  Regulations: 

Articles  II,  IV,  V,  and  VI. 

3.  Administration: 

Company   administration,   including   preparation   of   all   company 
papers  and  accounts. 

4.  Drill  Regulations: 

To  include  definitions,  general  principles,  drills,  ceremonies,  etc., 
which  a  company  officer  must  know. 

5.  Small-Arms  Firing  Regulations. 

6.  Military  Field  Engineering. 

7.  Military   Hygiene. 

8.  Notes  on  Equitation  and  Horse  Training,  Mounted  Service  School 

(for  cavalry  only). 

(b)  Field  artillery. 

1.  Field  Artillery  Drill  Regulations. 

2.  Indoor  Firing  Practice. 

3.  Gunnery. 

4.  Field  Artillery  Materiel. 

5.  Administration: 

Company   administration,   including   preparation   of   all   company 
papers  and   accounts. 

6.  Notes  on  Equitation  and  Horse  Training,  Mounted  Service  School. 

(c)  Coast  artillery. 

1.  Coast  Artillery  Drill  Regulations. 

2.  The  Coast  Artillery  Memorandum  publishing  instructions  governing 

target  practice. 


302  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

3.  Coast  Artillery  Materiel: 

Descriptions  and  instructions  as  to  care  and  use  of  the  gun  or 
mortar  and  the  carriage  of  the  battery  to  which  the  officer 
is  assigned,  or  of  mine  materiel,  in  case  the  officer  is  as- 
signed to  a  mine  company  or  detachment. 

4.  Electricity: 

Description,  care,  and  use  of  coast  artillery  electrical  materiel. 

The  following  War  Department  order  dated  Washington,  Febru- 
ary 25,  1914,  prescribes  the  Coast  Artillery  War  Game  as  a  further 
means  of  instruction: 

1.  The  Coast  Artillery  War  Game  is  announced  as  a  means  of  Coast 
Artillery  training,   and,   under  the   supervision   of   Coast  Artillery   district 
commanders,  coast  defense  commanders  are  charged  with  the  duty  of  caus- 
ing their  commands  to  be  properly  instructed  therein. 

2.  This  instruction  will  embrace  the  following: 

a.  For  battery  officers,  observers,  gun  pointers,  and  telephone  operators, 
to  be  conducted  by  the  battery  commanders,  under  supervision  of  the  fire 
commanders,  to  include  the  following:     Use  of  proper   and   uniform  com- 
mands,  rapid   indication   and   identification   of   targets,   armor   and   its   at- 
tack,  best   tactical  use  of  battery  when   "Battery   commander's   action"    is 
ordered,  use  of  emergency  conditions. 

b.  For  fire  and  battery  commanders,  to  be  conducted  by  the  fire  com- 
mander,  under  supervision   of  fort  commander,   to   include  use  of  proper 
and  uniform  commands,  rapid  indication  and  identification  of  targets,  fire 
command  drill,  armor  and  its  attack,  tactical  use  of  elements  of  the  de- 
fense  (i.  e.,  guns,  searchlights,  and  submarine  mines),  type  forms  of  at- 
tack for  each  harbor,  with  best  methods  of  meeting  the  same,  etc. 

c.  For  fort,  fire,  and  battery  commanders,  to  be  conducted  by  fort  com- 
manders, under  supervision  of  coast  defense  commanders,  to  include  use  of 
proper  and  uniform  commands,  rapid  indication  and  identification  of  targets, 
fort  command  drill,  tactical  use  of  the  elements  of  the  defense,  estimating 
the  situation,  use  of  general  defense  plans,  etc. 

3.  All  supply  departments  will  assist,  as  far  as  possible,  in  the  con- 
struction of  the  necessary  apparatus   for  each  garrisoned   fort  from   such 
material   and   labor  as   may  be  available   in   the   coast   defense   command. 
Models  of  searchlights,  diagrams  of  ships,  etc.,  if  they  cannot  be  made  in 
the  coast  defense  command,  will  on  application  therefor  be  supplied  from  the 
War  Department  at  the  earliest  practicable  date. 

4.  Coast  Artillery  district  commanders,  and  inspectors,  in  making  their 
annual  inspection   of  coast  defense  commands,   will   require  the  coast  de- 
fense commander  to  conduct  one  or  more  phases  of  an  assumed  attack 

REGULAR    COURSE    OF    INSTRUCTION. 

The  regular  course  of  instruction  for  officers  of  infantry,  cavalry, 
field  artillery,  and  coast  artillery  is  divided  into  three  school  years, 
each  year  being  separate  and  complete  in  itself.  The  first  school 
year,  except  in  the  Philippines  Division  and  for  coast  artillery  offi- 
cers in  the  Department  of  the  Gulf,  began  November  1,  1910.  In 
the  Philippines  Division  and  for  coast  artillery  officers  in  the  Depart- 
ment of  the  Gulf  the  third  school  year  began  June  1,  1910.  The 
school  years  follow  in  numerical  succession.  For  engineer  officers 
the  course  is  complete  in  one  school  year. 

Instruction  covers  at  least  one  hour  of  each  school  day  not 
set  aside  for  examination,  and,  when  practicable,  consists  of  con- 
ferences and  the  practical  application  of  theoretical  principles  in 


GARRISON  SCHOOLS  FOR   COMMISSIONED  OFFICERS.  303 

lieu  of,  or  combined  with  the  ordinary  recitation  method.  Regular 
daily  instruction  is  not  required  of  engineer  officers,  but  the  instructor 
exercises  such  oversight  and  gives  such  assistance  as  may  be  neces- 
sary to  insure  a  thorough  mastery  of  each  subject. 

At  least  one  school  day  of  each  week  is  devoted  to  practical 
instruction  or  to  the  solution  of  problems  in  the  subject  then  being 
studied.  In  map  problems  and  terrain  exercises,  which  invariably 
form  a  part  of  the  practical  instruction  in  Field  Service  Regulations 
and  tactics,  the  strength  of  any  arm  in  the  force  assumed  does  not 
exceed  a  brigade.  The  practical  instruction  in  Field  Artillery  Drill 
Regulations  may  consist  of  indoor  firing  practice. 

The  course  in  administration  is  not  limited  to  the  study  of  desig- 
nated articles  or  paragraphs  of  the  Army  Regulations,  but  includes 
practical  instruction  or  exercises  in  the  administrative  duties  of  com- 
pany commanders  and  battalion  staff  officers  in  garrison  and  in  the 
field,  such  as  the  preparation  of  muster  and  pay  rolls,  company  re- 
turns, discharges,  final  statements,  descriptive  lists,  clothing  accounts, 
requisitions,  returns,  reports,  etc.,  and  the  preparation  of  quarter- 
master's and  subsistence  papers  and  accounts,  special  attention  being 
devoted  to  the  method  of  procuring  and  accounting  for  funds,  rations, 
forage,  fuel,  etc.,  for  a  small  command  in  the  field. 

As  the  time  allotted  to  this  subject  is  necessarily  limited,  offi- 
cers are  required,  as  far  as  practicable,  to  prepare  themselves  for  the 
course  during  the  interval  between  the  school  years,  for  which  pur- 
pose it  is  permissible  to  detail  them  as  assistants  to  post  staff  offi- 
cers. 

The  subjects  included  in  the  regular  course,  with  the  period  al- 
lotted to  each  subject,  are  as  follows : 


304 


MILITARY  EDUCATION   IN  THE  UNITED  STATES. 


(a)     Infantry,  cavalry,  field  artillery,  and  coast  artillery. 
FIRST  SCHOOL  YEAR. 


Subject. 


Period  of  instruction  ex- 
cept as  otherwise  indi- 
cated herein. 


Period  of  instruction  for 
the  Philippines  Division 
and  coast  artillery  offi- 
cers in  the  Department 
of  the  Gulf. 


1.  Field       Service     Regula- 

tions     

2.  Administration    

3.  Drill  Regulations  for 

infantry,    cavalry,    and 

coast   artillery) 

Drill  Regulations  and 
Gunnery  (for  field  ar- 
tillery). 

4.  Small-Arms   Firing    Man- 

ual (for  infantry  and 
cavalry). 

Field  Artillery  Materiel 
and  Explosives  (for  field 
artillery). 

Infantry  Drill  Regula- 
tions (for  coast  artil- 
lery). 


)  Nov.  1  to  Dec.  23 
Jan.  3  to  Jan.  30, 


Jan.  31  to  Mar.  5 


June  1  to  July  25 
July  26  to  Aug.  25 

Aug.  26  to  Oct.  I 


Mar.  6  to  Mar.  30, 


Oct.  2  to  Oct.  30 


SECOND  SCHOOL  YEAR. 


1.  Tactics    

Nov.  1  to  Dec.  23 

June   1   to   July   25 

2.  Military  Law   

Jan    3  to  Feb.  15 

July  26  to  Sept.  10 

3.  International    Law  

Feb   16  to  Mar   30 

Sept    11  to  Oct    30 

THIRD  SCHOOL  YEAR. 


1.  Military   Field   Engineer- 

ing    

2.  Military  Hygiene 

3.  Hippology    (for   infantry, 

cavalry,  and  field  artil- 
lery). 

Seacoast  Engineering  (for 
coast  artillery). 

4.  Military  Topography 


Nov.  1   to  Dec.    1 
Dec.  2  to  Dec.  23 


Jan.  3  to  Feb.  15 
Feb.  16  to  Mar.  30 


June   1   to  July   5 
July  6  to  July  30 


July  31  to  Sept.  10 
Sept.  11  to  Oct.  30 


(b)     Engineer  officers  serving  with  troops. 
(Course  complete  in  one  school  year.) 


Subject. 

Period   of   instruction   ex- 
cept  in   Philippines   Di- 
vision. 

Period    of    instruction    in 
Philippines  Division. 

1.  Field      Service      Regula- 
tions     

Nov   1  to  Nov   20 

June  1  to  June  25 

2.  Administration 

Nov    21  to  Dec    1 

June  26  to  July  10 

3.  Drill      Regulations      and 
Ponton  Drill  

Dec    2  to  Dec   23 

July   11   to   Aug    2 

4.  Small-Arms    Firing   Man- 
ual     

Jan    3  to  Jan    15 

Aug    3   to  Aug    15 

5.  Military  Law   

Jan    16  to  Feb    5 

Aug    16  to   Sept    5 

6.  International    Law 

Feb    6  to  Feb    25 

Sept    6  to  Sept    25 

7.  Military    Hygiene  

Feb  26  to  Mar  10 

Sept    26  to  Oct    10 

8.  Hippology  

Mar  11  to  Mar  30 

Oct     11   to   Oct    30 

GARRISON   SCHOOLS  FOR  COMMISSIONED   OFFICERS.  305 

EXAMINATIONS. 

(a)       IN   THE   PRELIMINARY    COURSE. 

In  the  preliminary  course  examinations  are  required  only  in  sub- 
jects which  are  not  included  in  the  regular  course  and,  except  for 
officers  of  coast  artillery,  are  held  at  such  times  and  under  such 
regulations  as  the  post  commander  may  prescribe.  Questions  for 
examination  in  this  course  of  officers  other  than  those  of  coast  artil- 
lery are  prepared  under  direction  of  the  post  commander.  For  offi- 
cers of  coast  artillery  the  examinations  are  held  during  the  last  ten 
days  of  the  school  year. 

The  questions  for  the  examination  of  coast  artillery  officers  in 
the  preliminary  course  are  prepared  by  the  Coast  Artillery  School 
Board,  and  the  examination  papers  are  marked  as  "satisfactory"  or 
"unsatisfactory"  by  that  board.  The  commanding  officer  of  a  coast 
artillery  post  makes  application  through  military  channels  to  The 
Adjutant  General  of  the  Army  at  least  one  month  before  the  close 
of  the  school  year  for  such  number  of  sets  of  examination  questions 
as  may  be  needed  at  his  post.  The  examination  papers,  when  com- 
pleted, are  forwarded  by  the  post  commander  directly  to  the  com- 
mandant of  the  Coast  Artillery  School. 

When  a  coast  artillery  officer  has  been  assigned  to  more  than 
one  battery  during  the  school  year  he  may  elect  the  one  on  which  he 
is  examined  in  the  subject  of  coast  artillery  materiel.  In  the  exam- 
ination in  electricity  a  set  of  questions  will  be  sent  upon  application  to 
the  post  commander,  who  selects  a  prescribed  number  pertaining  only 
to  electrical  materiel  to  which  the  officer  being  examined  has  had 
access  at  the  post. 

The  examination  of  a  coast  artillery  officer  who  is  required  to 
repeat  the  course  or  to  whom  a  special  examination  or  re-examination 
is  granted  by  the  post  commander,  is  held  during  the  month  immedi- 
ately preceding  the  opening  of  the  next  school  year. 

(b)       IN    THE   REGULAR   COURSE. 

In  the  regular  course  a  written  examination  is  held  in  each  sub- 
ject on  the  last  school  day  allotted  thereto.  The  examination  in  mili- 
tary topography  includes  a  road  reconnaissance  sketch  and  a  position 
sketch  to  be  made  as  soon  as  practicable  after  the  written  examination 
in  that  subject.  In  the  examination  in  administration,  officers  are 
permitted  to  consult  general  orders,  Army  Regulations,  and  manuals 
of  the  staff  departments. 
20 


306  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

The  questions  for  examinations,  special  examinations,  and  re- 
examinations  are  prepared  by  the  General  Staff  and  transmitted  by 
The  Adjutant  General  of  the  Army  to  department  commanders  for 
distribution.  The  examination  takes  place  in  the  presence  of  an 
officer  designated  by  the  post  commander,  who  then  appoints  a  board, 
to  consist  of  three  officers  senior  in  rank  to  the  student  officers,  to 
mark  the  examination  papers.  If  the  findings  of  the  board  are  not 
approved  by  the  post  commander,  or  if  the  officer  being  examined 
appeals  from  the  approved  findings,  the  entire  proceedings  are  for- 
warded to  the  department  commander  for  final  action. 

The  attainment  of  75  per  cent  in  the  examination  will  be  re- 
quired for  proficiency  in  any  subject. 

When  an  examination  board  cannot  be  convened  as  herein  named, 
the  department  commander  will  have  the  papers  marked  by  a  board 
convened  at  some  other  post.  The  commanding  officer  of  the  post 
so  designated  acts  upon  the  proceedings  of  the  board  and  returns 
the  papers  with  the  proceedings. 

When,  through  sickness  or  other  cause  beyond  his  control,  an 
officer  has  not  the  opportunity  to  prepare  himself  properly  in  a  sub- 
ject, he  may  be  excused  by  the  department  commander  from  examina- 
tion therein. 

When  it  is  impracticable  for  an  officer  to  be  present  on  the 
day  set  for  the  regular  examination  he  may  be  authorized  by  the  de- 
partment commander  to  take  a  special  examination  on  some  other 
date. 

If  an  officer  is  found  deficient  on  examination  in  a  subject, 
and  it  is  satisfactorily  established  that  the  deficiency  was  due  to 
unavoidable  causes,  he  may  be  reexamined  in  the  discretion  of  the 
department  commander. 

Within  thirty  days  after  the  completion  of  the  regular  course 
in  a  subject,  department  commanders  make  application  to  The  Adju- 
tant General  of  the  Army,  or,  in  case  of  departments  in  the  Philip- 
pines Divjsion,  to  the  adjutant  general  of  that  division,  for  questions 
for  special  examinations  and  reexaminations,  stating  the  approximate 
date  or  dates  set  for  the  examinations.  Special  examinations  and  re- 
examinations  are  held  during  the  school  year,  or  during  the  month 
immediately  following  the  close  of  the  school,  the  examinations  in  any 
one  subject  being  held,  as  far  as  practicable,  on  the  same  date  at  all 
posts  or  stations  in  a  department. 


GARRISON  SCHOOLS  FOR  COMMISSIONED   OFFICERS.  307 

CERTIFICATES  OF  PROFICIENCY. 

Officers  who  have  been  declared  proficient  upon  examination  or 
reexamination  in  a  subject,  or  who  have  acted  as  instructors  during 
the  entire  period  allotted  to  that  subject  are  furnished  with  individual 
certificates  of  proficiency  by  their  post  commanders  in  the  following 
form: 


(Post.) 

191    . 

(Date.) 

I  certify  that    

(Name  and  rank  of  officer.)         (Regiment  or  Corps.) 

has  completed  the    garrison  school   course 

(regular  or  preliminary.) 
in  the  subject  of  and  has  been  found  proficient. 


Commanding   post. 


Certificates  are  prepared  in  triplicate,  one  copy  to  be  furnished 
the  officer  named,  one  to  be  forwarded  directly  to  The  Adjutant 
General  of  the  Army,  and  the  third  directly  to  the  officer's  regimental 
commander. 


REPORTS  IN  CASE  OF  DEFICIENCY. 

If  an  officer  is  found  deficient  upon  examination  in  a  subject, 
an  individual  report  is  made  through  military  channels  to  The  Adju- 
tant General  of  the  Army  for  note  upon  the  officer's  efficiency  record. 
A  copy  of  this  report  is  sent  to  the  officer's  regimental  commander. 
If  a  re-examination  is  granted  the  officer  in  the  subject  and  he  is 
declared  proficient  no  report  of  deficiency  is  rendered. 

EXEMPTION    FROM    EXAMINATION    FOR   PROMOTION. 

Officers  who  have  completed  with  credit  the  course  in  a  subject 
are  exempt  from  professional  examination  in  that  subject  for  pro- 
motion to  the  grade  next  above  that  held  by  them  at  the  date  of  the 
garrison  school  examination  for  the  following  periods : 

(a)  Those  who  obtain  95  per  cent,  or  more  on  examination, 
five  years. 

(b)  Those  who  obtain  90  per  cent,  or  more    on  examination, 
three  and  one-half  years. 

In  case  a  mark  of  90  per  cent,  or  more  in  any  subject  is 
awarded  an  officer  by  the  board  detailed  to  mark  the  examination 
papers,  the  commanding  officer  forwards  the  papers  with  the  marks 


308  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

direct  to  the  president  of  the  nearest  board  convened  for  the  ex- 
amination for  promotion  of  officers  of  the  arm  of  the  service  of  the 
officer  being  examined. 

The  president  of  the  board  of  examination  for  promotion  causes 
the  examination  papers  and  the  marks  to  be  reviewed.  In  case  the 
review  discloses  the  fact  that,  in  the  opinion  of  the  board  for  examina- 
tion for  promotion,  the  officer  should  receive  a  mark  of  90  per  cent. 
or  more,  the  president  prepares  a  certificate  for  each  such  officer  set- 
ting forth  the  subject,  the  mark  awarded,  and  a  statement  of  the 
exemption  to  which  such  officer  is  entitled  and  signs  the  certificate. 
In  case  the  review  does  not  disclose  that  the  officer  being  examined 
is  entitled  to  90  per  cent,  or  more,  a  statement  to  that  effect  is  furnished 
the  commanding  officer  forwarding  the  papers.  In  either  case  all  papers 
are  returned  to  the  office  from  which  received.  The  exemption  herein 
authorized  does  not  apply  to  officers  of  the  Medical  Corps  nor  to 
officers  taking  special  examinations,  re-examinations,  or  examinations 
in  the  preliminary  course. 

DISPOSITION    OF   EXAMINATION    PAPERS. 

Examination  papers  are  retained  with  the  post  records  for  a 
period  of  five  years,  when  they  are  destroyed  under  the  direction  of 
the  post  commander. 

TEXT-BOOKS. 

The  text-books  authorized  as  standards  of  instruction  in  the 
various  subjects  are  announced  by  the  War  Department. 

POST-GRADUATE    WORK. 

Post-graduate  work  is  conducted  at  all  military  posts  under  the 
immediate  direction  of  the  post  commander,  and  consists  of : 

(a).  Tactical  problems  on  the  map,  including  map  problems 
and  map  maneuvers  (war  game). 

(b).  Terrain  exercises,  including  tactical  walks  and  staff  or 
tactical  rides. 

(c).  Special  studies  by  selected  officers  of  important  subjects 
bearing  upon  the  military  service,  the  subjects  to  be  designated  by 
the  department  commander  upon  recommendation  of  the  post  com- 
mander. For  coast  artillery  officers  these  studies  include  matters 
relating  to  the  attack  and  defense  of  sea-coast  fortifications  both  by 
land  and  by  sea. 

In  the  tactical  problems  on  the  map  and  terrain  exercises  the 
strength  of  the  force  assumed  does  not,  as  a  rule,  exceed  a  division. 


GARRISON   SCHOOLS  FOR  COMMISSIONED  OFFICERS.  309 

All  officers  of  the  line  of  the  Army  below  the  grade  of  colonel 
not  actually  engaged  as  instructors  or  student  officers  in  the  garrison 
school  course,  preliminary  or  regular,  participate  in  the  post-gradu- 
ate work  unless  excused  by  the  department  commander.  Instructors 
and  student  officers  may,  if  they  so  desire,  participate  in  post-graduate 
work  where  they  can  do  so  without  interfering  with  the  preliminary 
or  regular  course  of  instruction. 

Officers  engaged  in  special  studies  on  important  subjects  bear- 
ing upon  the  military  service,  which  have  been  designated  by  the 
department  commander  upon  recommendation  of  the  post  commander, 
may  be  excused  from  other  post-graduate  work  in  the  discretion  of 
the  post  commander. 

Papers  prepared  by  officers  engaged  in  post-graduate  work  which 
are  deemed  to  possess  marked  excellence  may  be  forwarded  by  the 
department  commander  for  the  consideration  of  the  Secretary  of  War. 

SUPERVISION   OVER  POST   AND   GARRISON   SCHOOLS. 

Post  and  garrison  schools  are  under  the  supervision  of  department 
commanders  and  their  decisions  on  matters  pertaining  thereto  are 
final.  If  a  department  commander  is  in  doubt  as  to  the  proper  inter- 
pretation of  any  of  the  regulations  he  may  request  a  decision  by  the 
War  Department.  Department  commanders  cause  the  schools  to  be 
inspected  at  such  times  and  under  such  regulations  as  they  may  deem 
advisable. 

POST  ORDERS   PERTAINING  TO   GARRISON    SCHOOLS. 

A  better  idea  of  the  practical  workings  of  garrison  schools  may 
be  obtained  by  embodying  in  this  chapter  post  orders  prescribing  the 
organization  of  specific  schools.  It  is  thought  sufficient  for  this  pur- 
pose, to  include  but  two  of  these,  one  of  them  emanating  from  the 
headquarters  of  the  coast  defenses  of  Boston  Harbor  which  sets 
forth  the  organization  of  all  the  schools  at  the  forts  within  the 
jurisdiction  of  these  headquarters.  The  other  order  is  from  an 
infantry  post  garrisoned  by  the  Fifth  Regiment  of  U.  S.  Infantry. 
These  orders  follow : 

HEADQUARTERS, 
COAST  DEFENSES  OF  BOSTON, 

Fort  Warren,  Mass. 

General  Orders  }  October  28th,  1913. 

No.  42.         J 

1.    The  following  organization  of  schools  is  announced: 


310  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

FORT   ANDREWS. 

Instructors: 

Capt.  J.  D.  Watson,  C.  A.  C Drill  Regulations,  C.  A. 

Capt.  C.  E.  Wheatley,  C.  A.  C Drill  Regulations,  Inf. 

1st  Lieut.  D.  McC.  McKell,  C.  A.  C.    Administration. 

1st  Lt.  E.  W.  Niles,  C.  A.  C Field  Service  Regulations. 

Student  Officers:  { 

2nd  Lt.  R.  N.  Perley,  C.  A.  C Field  Service  Regulations. 

2nd  Lt.  J.  R.  Cygon,  C.  A.  C \  Administration ;    Drill  Regulations, 

2nd  Lt.  A.  E.  Rowland,  C.  A.  C C.  A.,  and  Infantry. 

2nd  Lt.  L.  A.  Nickerson,  C.  A.  C [ 

FORT    BANKS. 

Instructors: 

Capt.  R.  H.  C.  Kelton,  C.  A.  C (  Field    Service   Regulations   and   Ad- 

1      ministration. 

Capt.  R.  F.  McMillan,  C.  A.  C j  Preliminary  Course   (if  any).     Drill 

{      Regulations,  C.  A.  and  Infantry. 
Student  Officers: 

{Infantry  Drill  Regulations  and  such 
other  additional  subjects  as  he  has 
not  satisfactorily  completed. 

1st  Lt.  T.  I.  Steere,  C.  A.  C Drill  Regulation,  Infantry. 

Field  Service  Regulations.     Admin- 


2nd  Lt.  G.  D.  Riley,  C.  A.  C. 


2nd  Lt.  E.  B.  Dennis,  C.  A.  C. 


istration.      Drill   Regulations,   In- 
fantry. 
Field  Service  Regulations. 


Infantry  Drill  Regulations. 

FORT    REVERE. 


Instructors: 
Capt.  M.  S.  Battle,  C.  A.  C. 


1st  Lt.  K.  B.  Lemmon,  C.  A.  C. 


Drill    Regulations,    C.    A,    and    In- 
fantry. 
Field   Service  Regulations   and   Ad- 


ministration. 
Student  Officers: 

1st  Lt.  K.  B.  Lemmon,  C.  A.  C C  Infantry  Drill  Regulations. 

1  Field  Service  Regulations. 

2nd  Lt.  F.  Kemble,  C.  A.  C (Administration    and    Drill    Regula- 

\     tions,  C.  A.  and   Infantry. 

FORT    STRONG. 

Instructors: 

Capt.  A.  Hasbrouck,  C.  A.  C Field  Service  Regulations. 

Capt.  W.  H.  Wilson,  C.  A.  C Administration. 

Capt.  H.  S.  Miller,  C.  A.  C Drill   Regulations,   C.    A. 

1st  Lt.  T.  L.  Coles,  C.  A.  C Infantry  Drill  Regulations. 

Student  Officers: 

2nd  Lt.  L.  Watts,  C.  A.  C Field   Service  Regulations 

2nd  Lt.  J.  E.  Sloan,  C.  A.  C Field  Service  Regulations. 

2nd  Lt.  O.  Krupp,  C.  A.  C (Administration;    Drill    Regulations, 

2nd  Lt.  0.  J.  Gatchell,  C.  A.  C \      C.  A.  and  Infantry. 

2nd  Lt.  H.  W.  Stark,  C.  A.  C ( 

FORT    WARREN. 

Instructor: 

Capt.  C.  E.  Wiggin,  C.  A.  C All  subjects. 

Student  Officer: 

f  Field    Service   Regulations;    Admin- 

2nd  Lt.  L.  L.  Barrett,  C.  A.  C -j      istration ;  Drill  Regulations,  C.  A. 

[     and  Infantry. 

2.  All  Captains  and  Lieutenants  who  have  certificates  of  proficiency 
in  Infantry  Drill  Regulations  superseded  by  the  Edition  of  August  10,  1911, 
are  required  to  take  the  examination  in  that  subject,  but  are  not  required 
to  attend  the  school  course  therein. 

3.  Executives  will  cause  a  record  to  be  kept  of  each  course  showing 
the  number  of  days  and  hours  given  to  each  subject,  names  of  instructors, 


GARRISON  SCHOOLS  FOR  COMMISSIONED   OFFICERS.  311 

names  of  student  officers,  whether  recitations  were  satisfactory  or  unsatis- 
factory, and  action  taken  in  latter  case,  all  absences  and  reasons  therefor. 
This  record  will  be  forwarded  to  these  Headquarters  immediately  after  close 
of  last  course,  and  will  be  accompanied  by  such  recommendations  and  re- 
marks relative  to  the  work  accomplished  as  may  be  deemed  desirable. 

4.  (a)     The  post  graduate  course  will  be  in  charge  of  the  Executive 
of  each  post,  except  Fort  Warren,  and  will  consist  of  the  following: 

NOVEMBER:  Simple  Map  problems  for  the  purpose  of  becoming  familiar 
with  Field  Service  Regulations,  1913,  and  developing  facility  in  estimating 
the  situation,  and  issuing  orders. 

Tactical  walks:  Members  of  class  to  issue  orders  orally,  on  the  ground, 
to  meet  a  given  situation. 

DECEMBER:  Map  problems  on  Map  furnished  from  Headquarters, 
N.  A.,  C.  A.  Dist. 

JANUARY  AND  FEBRUARY:  Coast  Artillery  War  Games  (if  com- 
pleted), and  continuation  of  December  work. 

MARCH:  Special  study  of  special  points  that  have  arisen  during  the 
course. 

(b)  Conferences  will  be  had  on  the  solution  of  problems  given  out 
by  the  Executive,  and  additional  problems  will  be  furnished  from  time  to 
time  from  these  Headquarters. 

(c)  Any   written   solution   deemed   of   special   excellence   will   be   for- 
warded to  these  Headquarters. 

(d)  A  report  will  be  made  at  end  of  course  to  these  Headquarters 
giving   the   ground   covered,   the   names   of   officers   participating,   and   the 
number  of  hours  devoted  to  each  subject. 

(e)  One  problem  per  week,  exclusive  of  tactical  walks,  will  be  the 
minimum  for  the  course. 

STUDENT  OFFICERS:  All  officers  below  the  grade  of  Colonel  not 
actually  engaged  as  instructors  or  student  officers  in  the  garrison  school 
course,  preliminary  or  regular,  will  participate  in  the  Post  Graduate  work. 
Instructors  and  student  officers  in  garrison  school  will  participate  in  post 
graduate  work  except  in  such  parts  of  term  as  they  are  actually  engaged  in 
garrison  school  work. 

5.  A  school  for  enlisted  men,  under  the  provision  of  General  Orders, 
No.  70,  W.  D.,  1910,  and  par.  3,  G.  O.,  48,  H.  E.  D.,  1913,  will  be  established 
at  each  post  under  the  Executives,  who  will  detail  an  officer  to  supervise 
the  same.    A  record  of  this  school  will  be  kept  in  such  a  form  as  to  en- 
able inspecting  officers  to  examine  into  and  report  upon  the  scope  of  in- 
struction and  the  progress  made. 

Executives  will  make  special  effort  in  supervision  of  the  original  en- 
rollment, to  the  end  that  every  enlisted  man  who  is  deficient  in  the  common 
school  branches  of  education  will  have  clearly  presented  to  him  the  ad- 
vantage of  attending  the  school. 

Three  hours  per  week  will  be  used  for  this  school  beginning  December 
1st,  1913,  and  ending  March  30th,  1914. 
By  order  of  Colonel  Hawthorne 

F.  W.  RALSTON, 
Captain,  Coast  Artillery  Corps,  Adjutant. 


GENERAL  ORDERS  )  HQ.  PLATTSBURG  BARRACKS,  N.  Y. 

No  36.          J  October  23,  1913. 

Under  and  supplementary  to  the  provisions  of  G.  O.  No.  70,  W.  D.,  1910, 
as  amended  by  G.  O.  No.  150,  W.  D.  1911,  G.  O.  No.  17,  W.  D.  1913,  and  G.  O. 
No.  48,  Hq.  Eastern  Dept,  1913,  the  following  will  govern  the  schools  for 
officers  and  enlisted  men  of  this  post  during  the  school  year  of  1913-14. 
All  officers  concerned,  whether  instructors  or  students,  will  familiarize  them- 
selves with  the  above  cited  orders. 

***** 

II.     GARRISON    SCHOOL. 

Lieut.  Col.  S.  L.  Faison,  5th  Infantry  is  appointed  supervising  in- 
structor. 

Hours  of  instruction  will  be  from  11:00  a.  m.  to  12:00  m.  on  the  days 
appointed,  but  work  may  be  given  out  to  be  done  out  of  hours.  Hours 
for  examinations  will  be  prescribed  when  the  examination  is  announced. 


312  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

PRELIMINARY  COURSE  OF  INSTRUCTION. 

1.      MANUAL    OF    GUARD    DUTY. 

Instructor:     Captain  Herman  Glade,  5th  Infantry. 
Instruction  days:     November  3,  4,  5,  6,  7,  10. 
Examination  day:     November  llth. 

2.      ADMINISTRATION. 

Instructor:     Captain  Joseph  K.   Partello,   5th   Infantry. 
Instruction  days:     November  12,  13,  14,  17,  18,  19,  20,  21,  24,  25,  26,  28, 
December  1,  2,  3,  4,  5,  8,  9. 

3.      MILITARY    FIELD    ENGINEERING. 

Instructor:     Captain  Ralph  McCoy,  5th  Infantry. 

Instruction  days:     December  10,  11,  12,  15,  16,  17,  18,  19,  22,  23. 

4.      FIELD    SERVICE    REGULATIONS. 

Instructor:     Captain  Oliver  Edwards,   5th   Infantry. 
Instruction  days:    January  5,  6,  7,  8,  9,  12,  13,  14,  15,  16. 

5.      MILITARY    HYGIENE. 

Instructor:     Captain  S.  M.  De  Loffre,  Medical  Corps. 

Instruction   days:     January   19,   20,   21,   22,   23,   26,   27,   28,   29,  30. 

6.  INFANTRY  DRILL  REGULATIONS. 

Instructor:     1st  Lieut.  W.  D.  Wills,  5th  Infantry. 

Instruction  days:     February  2,  3,  4,  5,  6,  9,  10,  11,  12,  13,  16,  17,  18, 
19,  20,  23,  24,  25,  26,  27,  March  2. 

7.  SMALL    ARMS    FIRING    MANUAL. 

Instructor:     1st  Lieut.  T.  L.  Crystal,  5th  Infantry. 
Instruction  days:     March  3,  4,  5,  6,  9,  10,  11,  12,  13,  16,  17,  18,  19,  20, 
23,  24,  25,  26,  27,  30. 

REGULAR  COURSE   OF  INSTRUCTION. 

1.      FIELD    SERVICE    REGULATIONS. 

Instructor:     Captain  Oliver  Edwards,  5th  Infantry. 

Instruction  days:  November  3,  4,  5,  6,  7,  10,  11,  12,  13,  14,  17,  18, 
19,  20,  21,  24,  25,  26,  28,  December  1,  2,  3,  4,  5,  8,  9,  10,  11,  12,  15,  16,  17, 

18,  19,  22. 

Examination  day:     December  23. 

2.      ADMINISTRATION. 

Instructor:     Captain  Joseph  K.  Partello,  5th  Infantry. 
Instruction  days:     January  5,  6,  7,  8,  9,  12,  13,  14,  15,  16,  19,  20,  21, 
22,  23,  26,  27,  28,  29. 

Examination  day:     January  30th. 

3.      INFANTRY    DRILL    REGULATIONS. 

Instructor:     Captain  James  Justice,  5th  Infantry. 

Instruction  days:     February  2,  3,  4,  5,  6,  9,  10,  11,  12,  13,  16,  17,  18, 

19,  20,  23,  24,  25,  26,  27,  March  2,  3,  4. 

Examination  day:  March  5th  (for  all  captains  and  lieutenants  in  the 
course  or  holding  previous  certificates  of  proficiency  unless  excused  by 
proper  authority). 


GARRISON  SCHOOLS  FOR   COMMISSIONED   OFFICERS.  313 

4.      SMALL   ARMS    FIRING    MANUAL. 

Instructor:     Captain  James  P.  Harbeson,  5th  Infantry. 

Instruction  days:  March  6,  9,  10,  11,  12,  13,  16,  17,  18,  19,  20,  23,  24, 
25,  26,  27. 

Examination  day:     March  30th. 

The  supervising  instructor  will  keep  and  turn  over  to  the  Commanding 
Officer  at  the  close  of  the  school  year  such  records  as  may  be  prescribed  in 
advance. 

POST  GRADUATE  WORK. 

This  work  will  be  under  the  immediate  direction  of  the  Commanding 
Officer.     Program  will  be  announced  at  the  proper  time. 
By  order  of  Colonel  Morton. 

S.  H.  HOPSON, 
1st  Lieut.  5th  Infantry,  Adjutant. 

THE   SCHOOLS   OF   EQUITATION    FOR  OFFICERS. 

At  posts  where  mounted  troops  are  stationed  schools  of  equita- 
tion for  officers  are  conducted.  These  schools  are  in  addition  to  the 
regularly  constituted  Garrison  Schools  for  Officers,  but  closely  allied 
with  them,  and  very  properly  come  within  this  chapter. 

The  instructors  are  selected  by  the  post  or  regimental  command- 
ers and  are  taken  from  graduates  of  the  Mounted  Service  School  at 
Fort  Riley,  Kansas  (Chapter  X),  if  any  such  are  available.  All 
lieutenants  of  mounted  commands  who  are  not  graduates  of  the 
Mounted  Service  School  attend  until  they  have  had  three  seasons  of 
instruction  or  until  by  reason  of  their  proficiency  they  have  been 
selected  for  duty  as  instructors  in  the  school  for  noncommissioned 
officers.  (See  Chapter  XIII).  The  commanding  officer  may  direct 
the  attendance  of  other  mounted  officers  of  whatever  rank,  who,  in  his 
opinion,  would  be  benefited  by  such  instruction. 


OBSTACLE  RIDE  FOR  OFFICERS. 

Closely  related  to  the  Schools  of  Equitation  for  officers  is  the 
prescribed  "Obstacle  Ride"  for  officers.  The  latter  is,  of  course, 
purely  a  test  of  training  and  cannot  be  considered  educational  other 
than  that  it  represents  the  average  standard  of  proficiency  expected 
of  officers  as  a  result  of  their  instruction  in  the  schools  of  equitation, 
and  other  theoretical  and  practical  instruction.  These  obstacle  rides 
are  conducted  as  follows : 

"Cavalry  and  Field  Artillery  officers  commanding  posts,  and  commanders 
of  Cavalry  and  Field  Artillery  detachments  or  regiments  at  all  posts  and 
stations  where  such  mounted  troops  are  serving,  annually  conduct  the  offi- 
cers of  their  commands  over  a  course  three  miles  in  length  over  varied 
country  with  an  average  of  three  obstacles  to  the  mile  uniformly  distributed 
throughout  the  course  within  a  period  of  11  minutes,  but  not  less  than  9 
minutes.  No  officer  is  reported  as  having  made  the  ride  unless  he  shall 
have  taken  all  the  obstacles.  There  are  six  over-ground  obstacles,  which 
consist  of  fences,  logs,  brush,  and  stone  walls,  each  not  less  than  three  feet 


314  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

high  and  of  such  stiffness  that  they  will  not  break  when  struck  by  the 
horse's  feet,  and  three  ditches,  each  of  which  are  six  feet  wide  and  two  and 
one-half  feet  deep.  Post  commanders  fix  the  date  of  this  ride,  and  the 
commanders  of  detachments  or  regiments  make  detailed  report  thereof 
through  channels  to  the  department  commanders,  who  are  responsible  for 
carrying  out  this  course  of  instruction.  Field  officers  ride  their  own 
mounts,  officers  below  that  grade  their  own  mounts,  if  they  possess  such, 
otherwise  the  Government  horses  regularly  ridden  by  them  on  duty. 

"Inspectors-general  in  making  their  inspections  pay  special  attention 
to  this  matter  and  report  all  officers  who  fail  to  take  the  ride,  giving  the 
reasons  therefor.  Failure  to  take  the  ride  from  any  cause  is  entered  on 
an  officer's  efficiency  record." 

There  are  about  150  garrisoned  posts  in  the  United  States  (1914). 
Garrison  schools  are  conducted  at  all  of  these  with  the  exception  of  a 
few  of  them  where  the  number  of  officers  is  not  sufficient  to  maintain 
a  school.  A  list  of  Army  posts  together  with  their  geographical  loca- 
tion and  the  military  jurisdiction  is  given  in  Appendix  III. 


CHAPTER  XIII. 

POST  SCHOOLS  FOR  ENLISTED  MEN. 

(At  Military  Posts). 

"In  light  things 

Prove  them  the  arms  thou  long'st  to  glorify, 
Nor  fear  to  work  up  from  the  lowest  ranks, 
Whence  come  great  nature's  captains.     And  high  deeds 
Haunt  not  the  fringy  edges  of  the  fight, 
But  the  pell-mell  of  men." 

POST  SCHOOLS. 

FOR  THE  INSTRUCTION  IN  THE  COMMON   BRANCHES  OF  EDUCATION. 

Schools  for  the  instruction  of  enlisted  men  of  the  Army  in  the 
common  branches  of  education  are  established  at  military  posts.  The 
orders  authorizing  and  creating  these  schools  particularly  provide  for 
"instruction  in  the  common  branches  of  education,  especially  in  the 
history  of  the  United  States."  Their  establishment  by  post  command- 
ers is  mandatory. 

These  schools  are  conducted  in  very  much  the  same  manner  as 
are  public  schools.  They  have  regular  hours  for  sessions,  roll  calls, 
regularly  assigned  lessons  and  recitations,  prescribed  text  books,  etc. 
The  school  room  discipline  is,  as  would  naturally  be  expected,  much 
more  rigid  than  in  a  public  school.  The  hours  of  holding  sessions  are 
prescribed  by  the  post  commander.  Men  enrolled  as  students  are 
given  warning  each  day  of  the  approaching  school  period  by  the 
sounding  of  "school  call"  by  the  trumpeter  of  the  guard.  This  call  is 
usually  sounded  five  minutes  before  the  session  begins. 

The  commander  of  a  post  designates  an  officer,  usually  the  chap- 
lain, if  one  is  stationed  at  the  post,  to  supervise  the  post  school.  The 
subjects  taught  are  largely  elective.  Many  enlisted  men  avail  them- 
selves of  the  opportunity  offered  by  this  system  of  instruction  to  pre- 
pare themselves  for  civil  service  examinations. 

Enrollment  is  not  compulsory.  Any  enlisted  men,  however,  who 
are  very  deficient  in  the  common  branches  are  encouraged  to  enroll. 
After  a  soldier  has  once  enrolled  attendance  thereafter  becomes  a 
military  duty.  The  punishment  for  failure  to  attend  is  the  same  as  an 
absence  from  other  military  formation. 

The  teachers  are  enlisted  men  designated  for  this  duty  by  the  com- 
manding officer  of  the  post.  The  number  of  teachers  does  not  exceed 
one  for  every  fifteen  pupils,  or  fraction  thereof.  Soldiers  serving  as 


316  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

teachers  get  extra  pay.  However  but  one  teacher  in  each  post  is  al- 
lowed extra  pay  for  duty  on  Saturdays,  Sundays,  and  during  vacation. 
This  teacher  is  required  to  care  for  the  books,  and  other  property 
used  in  connection  with  the  school. 

In  actual  practice  enlisted  men  frequently  are  taught  in  subjects 
other  than  the  common  branches.  If  no  enlisted  man  is  available  to 
teach  such  subject,  an  officer  may  be  designated  to  do  so. 

Experience  has  shown  that  there  are  many  men  in  the  ranks 
capable  of  serving  as  teachers.  The  results  produced  by  these  schools 
have  in  most  cases  been  very  satisfactory.  The  efficiency  of  the  super- 
vision, the  capability  of  the  enlisted  teachers  and  the  mature  years  of 
the  students  enrolled  have  all  contributed  to  the  benefits  derived  from 
this  class  of  instruction. 

Enlisted  men  detailed  as  school  teachers  are  removed  during  the 
time  of  such  service  from  the  ordinary  duties  of  their  organizations. 
The  extra  pay  allowed  them  for  this  duty  is  50  cents  a  day.  This  is, 
of  course,  in  addition  to  the  regular  pay  they  are  already  receiving. 

FOR  INSTRUCTION   IN    MILITARY  SUBJECTS. 

Responsibility  for  the  military  instruction  of  the  noncommissioned 
officers  of  the  companies  rests  with  the  company  commanders,  bat- 
talion and  higher  commanders  exercising  such  supervision  as  may  be 
necessary. 

The  schools  for  noncommissioned  officers  and  specially  selected 
privates  are  established  in  each  company  of  infantry,  cavalry,  field  artil- 
lery, and  engineers  not  in  the  field. 

There  is  no  noncommissioned  officers'  school  provided  for  coast 
artillery  troops,  other  than  instruction  in  field  duties,  covering  hygiene, 
camping,  field  engineering,  sketching,  map  reading,  patrolling,  etc. 

Instruction  is  conducted  by  the  company  commander,  or  by  an 
officer  of  the  company  under  his  supervision,  and  consists  of  recita- 
tions, lectures,  discussions,  and  practical  exercises.  The  course  in- 
cludes drill  regulations  of  the  arm  of  the  service  to  which  the  com- 
pany belongs,  Army  regulations  relating  to  enlisted  men,  minor  tac- 
tics, and  subjects  which  specially  pertain  to  the  duties  of  noncommis- 
sioned officers  and  enlisted  specialists  of  their  arm  of  the  service. 

When  practicable,  elementary  instruction  in  the  Spanish  language 
is  also  given. 

Responsibility  for  the  military  instruction  of  noncommissioned 
officers  of  the  regimental  and  battalion  staffs  and  all  enlisted  specialists 
attached  thereto  rests  with  regimental  and  battalion  staff  officers.  The 


POST   SCHOOLS  FOR  ENLISTED  MEN.  317 

course  and  methods  of  instruction  conform  to  that  stated  above  for 
company  noncommissioned  officers.  The  instruction  is  conducted  by  the 
regimental  and  battalion  staff  officers  under  the  supervision  of  their 
respective  commanders. 

The  noncommissioned  officers,  specially  selected  privates,  and 
enlisted  specialists  of  a  battalion,  regiment  or  post  may  be  assembled 
for  instruction  by  means  of  lectures  and  practical  exercises.  In  the 
event  any  of  the  organizations  present  at  a  military  post  have  seen 
war  service,  at  least  one  lecture  during  the  course  should  concern 
the  particular  war,  or  campaign,  engaged  in  by  such  organizations. 
It  is  enjoined  that  this  lecture  be  given  by  a  selected  officer,  and  as 
many  of  the  soldiers  stationed  at  the  post  as  may  be  accommodated 
in  addition  to  those  already  mentioned  are  encouraged  to  attend. 

Certificates  of  proficiency,  signed  by  their  company  commanders, 
or  staff  officers  responsible,  are  furnished  to  noncommissioned  officers 
and  others  who  have  satisfactorily  completed  the  course  of  instruc- 
tion in  a  subject,  and  the  officers  who  sign  the  certificates  may  then 
excuse  them  from  further  recitations  and  examinations  in  the  same. 
The  attendance  at  lectures,  discussions,  and  practical  exercises  of 
enlisted  men  holding  certificates  of  proficiency  is,  however,  at  the  dis- 
cretion of  their  immediate  commanders. 

Post  schools  are  under  the  supervision  of  department  command- 
ers and  their  decisions  on  matters  pertaining  to  them  are  final.  These 
commanders  are  directed  to  cause  an  inspection  of  these  schools  to  be 
made  at  such  times  and  under  such  regulations  as  they  may  deem 
advisable. 

The  practical  value  of  a  large  part  of  the  training  and  education 
the  enlisted  men  receive  at  these  schools  which  would  directly  pertain 
to  their  usefulness  as  private  citizens  after  their  enlistment  has  ex- 
pired is  inestimable.  Their  instruction  must  have  a  considerable  eco- 
nomic value.  The  time  of  one  enlistment  in  the  army,  if  well  improved, 
is  not  time  lost  to  the  average  American  youth,  but  time  gained.  While 
he  does  not  get  with  his  discharge  a  college  diploma,  he  does  get,  if  he 
is  the  right  kind  of  a  man,  a  schooling  that  in  many  cases  is  equally 
as  valuable.  It  is  a  most  noteworthy  fact  that  there  are  very  few 
instances  where  a  man  who  has  been  a  good  soldier  has  not  made  a 
valuable  citizen.  The  needlessly  unemployed  class  seldom  number  in 
their  ranks  ex-soldiers  with  good  records. 


318  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

SCHOOLS   OF   EQUITATION    FOR    NONCOMMISSIONED   OFFICERS    AND 
SELECTED    PRIVATES. 

Separate  from  and  in  addition  to  the  post  schools  for  enlisted  men 
are  the  schools  of  equitation  for  noncommissioned  officers  and  selected 
privates.  These  schools  are  held  only  at  posts  where  mounted  troops 
are  stationed.  As  the  prescribed  course  is  largely  practical,  and  may 
be  considered  more  in  the  nature  of  military  training  rather  than  edu- 
cational, it  will  be  but  briefly  treated. 

The  instructors  are  officers  who  have  qualified  for  such  duty 
either  at  the  Mounted  Service  School  (Chapter  X)  or  in  the  Officers' 
School  of  Equitation.  (See  Chapter  XII).  Noncommissioned  officers 
and  selected  privates  of  mounted  commands  are  designated  to  attend, 
so  that  they  may  be  prepared  to  train  recruits  and  to  impart  to  the 
latter  correct  ideas  of  equitation  from/  their  entry  into  the  service. 

The  courses  of  instruction  followed  will  be  based  upon  that  of  the 
Mounted  Service  School. 

To  give  a  correct  idea  as  to  the  practical  workings  of  post  schools 
for  enlisted  men  it  is  thought  advisable  to  give  in  full  a  specific  case  of 
a  post  order  organizing  one  of  these  schools.  The  order  which  follows, 
as  shown  in  its  heading,  emanates  from  headquarters  of  the  5th  U.  S. 
Infantry  stationed  at  Plattsburg  Barracks,  New  York.  Similar  orders 
published  at  other  garrisoned  posts  conform  in  most  of  their  essentials 
to  the  form  and  language  of  this  order : 

GENERAL  OBDERS  )  HQ.  PLATTSBURG  BARRACKS,  N.  Y., 

No.  36.          J  October  23,  1913. 

Under  and  supplementary  to  the  provisions  of  G.  O.  No.  70,  W.  D., 
1910,  as  amended  by  G.  O.  No.  150,  W.  D.,  1911,  G.  O.  No.  17,  W.  D.,  1913, 
and  G.  O.  No.  48,  Hq.  Eastern  Dept,  1913,  the  following  will  govern  the 
schools  for  officers  and  enlisted  men  of  this  post  during  the  school  year  of 
1913-14.  All  officers  concerned,  whether  instructors  or  students,  will  fa- 
miliarize themselves  with  the  above  cited  orders. 

I.     POST  SCHOOL. 

(a)       FOR  INSTRUCTION  IN  THE   COMMON   BRANCHES   OF  EDUCATION. 

Supervisor:     Chaplain  H.  A.  Chouinard,  5th  Infantry. 

School  hours:  1:00  to  4:00  p.  m.,  Mondays,  Wednesdays  and  Fridays, 
except  holidays  and  the  period  from  December  24th  to  January  2nd,  both 
days  inclusive. 

Each  case  of  absence  not  positively  known  to  be  authorized  will  be 
promptly  reported  by  the  supervisor  to  the  Commanding  Officer. 

The  supervisor  will  keep  and  turn  over  to  the  Commanding  Officer  at 
the  close  of  the  school  year  such  records  as  may  be  prescribed  in  advance. 

(b)       FOR     INSTRUCTION     IN     MILITARY     SUBJECTS. 

Battalion  commanders  will  prescribe  subjects  of  instruction  and  the 
period  to  be  devoted  to  each.  They  will  also  supervise  instruction.  The 
regimental  commander  will  perform  like  duty  for  the  regimental  detach- 
ment. Battalion  commanders  will  submit  programs  to  the  regimental  com- 
mander for  approval  in  advance. 


POST   SCHOOLS  FOR  ENLISTED  MEN.  319 

Instruction  will  be  given  on  Mondays,  Wednesdays  and  Fridays,  ex- 
cept holidays  and  the  period  from  December  24th  to  January  2nd,  both 
days  inclusive.  Hours  will  be  at  the  discretion  of  battalion  commanders 
and  the  commanding  officer  of  the  regimental  detachment. 

At  the  conclusion  of  each  subject,  battalion  commanders  will  personally 
conduct  examinations  and  will  certify  to  company  commanders  the  names 
of  men  proficient.  The  regimental  commander  will  perform  like  duty  for 
the  regimental  detachment. 

Battalion  commanders  will  keep  and  turn  over  to  the  Commanding 
Officer  at  the  close  of  the  school  year  such  records  as  may  be  prescribed  in 
advance.  ***** 

By  order  of  Colonel  Morton. 

S.  H.  HOPSON, 
1st  Lieut.  5th  Infantry,  Adjutant. 

The  wide  range  of  diversity  of  the  education  of  the  commissioned 
officers  of  the  Army  is  pretty  generally  known,  but  the  varied  lines 
of  instruction  of  the  enlisted  men  is  not  so  well  understood.  In  ad- 
dition to  the  subjects  mentioned  elsewhere  in  which  enlisted  men  are 
given  instruction,  it  might  be  well  to  give  emphasis  to  another.  This 
can  best  be  done  by  embodying  an  order  issued  from  the  headquarters 
of  the  Coast  Defenses  of  Boston  Harbor.  This  order  creates  a  school 
for  radio  operators,  and  locates  it  at  Ft.  Andrews,  one  of  the  forts 
in  the  harbor.  The  order  is  given  in  its  entirety,  including  the  names 
of  the  enlisted  men  who  are  designated  to  take  the  course  of  in- 
struction 

GENERAL  ORDERS  |  HEADQUARTERS,  COAST  DEFENSES  OP  BOSTON, 

No.  2  5  Fort  Warren,  Mass.,  January  6,  1914. 

1.  A  school  for  radio  operators  is  hereby  instituted  at  Fort  Andrews, 
Mass. 

2.  The  following  men  are  detailed  as  students,  and   will  proceed   to 
Fort  Andrews  on  January  8,  1914,  reporting  not  later  than  1:00  p.  m.  to 
the  Fort  Commander: 

Private  Frank  Artis    7th  Co.  CAC. 

Private  Frank  L.   Gracey    9th  Co.  CAC. 

Private  Louis    Weiss     , 46th  Co.  CAC. 

Private  Waldo  E.   Ard    59th  Co.  CAC. 

Private  Stephen    Burke    96th  Co.  CAC. 

Private  Lester   Baldwin    120th  Co.  CAC. 

Private  Isaac   Kalmanson    124th  Co.  CAC. 

Private  Archie  R.   Benson    151st  Co.  CAC. 

Private  Julius  A.   Dula    152d  Co.  CAC. 

Private  Harold  A.  Mullen   153d  Co.  CAC. 

3.  These  men  will  be  attached  to  companies  for  quarters  and  rations  by 
the  Fort  Commander,  Fort  Andrews. 

4.  The  following  hours  and  subjects  of  instruction  are  announced: 

(a)  8:00  a.  m.  to  11:30  a.  m. 
Instruction  in  code  8:00  to  9:00  a.  m. 
Recreation:     9:00  to  9:30  a.  m. 
Theoretical  Instruction     9:30  to  10:30  a.  m. 

Instruction  in  receiving  with  buzzer:     10:30  to  11:30  a.  m. 

(b)  1:00  p.  m.  to  4:00  p.  m. 

Instruction  in  sending  and  receiving  with  key  and  buzzer:  1:00  to 
2:30  p.  m. 

Instruction  in  tuning  and  adjusting  both  pack  and  station  sets  (3 
types) :  2:30  to  4:00  p.  m. 

(c)  Daily  except  Wednesday  afternoons,  Saturdays,  Sundays  and  Holi- 
days. 


320 


MILITARY  EDUCATION  IN  THE  UNITED  STATES. 


(d)     As  each  man  becomes  proficient  in  receiving  he  will  take  a  tour 
of  two  hours  on  watch  at  the  Radio  Station  set. 

5.  The  Artillery   Engineer   will   have   charge   of   the   instruction,   and 
will  report  to  these  headquarters    (a)    such  men  as  qualify  in  the  entire 
course,  that  others  may  replace  them  as  they  qualify;  (b)  such  men  as  show 
that  they  are  unfit  to  take  the  course,  that  they  may  be  returned  to  their 
companies. 

6.  While  on  this  duty  the  men  named  herein,  or  who  may  hereafter  be 
ordered  to  take  this  course,  will  be  excused  from  other  military  duties,  ex- 
cept in  case  of  urgent  necessity. 

By  order  of  Colonel  Hawthorne. 

P.  W.  RALSTON, 
Captain,  Coast  Artillery  Corps,  Adjutant. 


[CHAPTER  XIV. 
SCHOOLS  FOR  BAKERS  AND  COOKS. 
iidio  of   San  Francisco,   California,  and  Washington   Barracks, 
D.  C). 
J 


"Of  all  appeals — although 

I  grant  the  power  of  pathos  and  gold, 

Of  beauty,  flattery,  threats,  a  shilling — no 

Method's  more  sure  at  moments  to  take  hold 

Of  the  best  feelings  of  mankind,  which  grow 

More  tender  as  we  every  day  behold, 

Than  that  all-softening,  overpowering  knell, 

The  tocsin   of  the   soul— the   dinner  bell." — Byron. 


There  are  two  schools  for  Army  bakers  and  cooks;  one  of  them 
located  at  the  Presidio  of  San  Francisco,  California,  and  the  other 
at  Washington  Barracks,  District  of  Columbia.  There  is  also  a 
somewhat  similar  school  at  Fort  Riley,  Kansas,  connected  with  the 
Mounted  Service  School  (see  Chapter  X). 

It  would  occur  to  some  as  rather  far-fetched  to  include  in  a 
treatise  on  military  education  schools  for  bakers  and  cooks.  Pos- 
sibly it  is,  but  these  schools  are  as  much  a  part  of  the  educational 
system  of  the  United  States  Army  as  departments  of  home  economics 
are  a  part  of  our  civil  educational  institutions,  yet  few  would  eliminate 
this  very  necessary  branch  of  study  from  a  disquisition  on  general 
education. 

It  is  attributed  to  Napoleon  to  have  said,  "An  army  moves  on 
its  belly."  Whether  Napoleon  or  other  keen  observer  of  things  mili- 
tary gave  birth  to  this  thought,  the  proverb,  if  such  it  may  be  called, 
is  brim  full  of  fact  if  not  taken  too  literally.  This  maxim  being 
accepted  it  follows  that  this  vehicle  on  which  the  army  moves  must  be 
well  served.  No  better  method  of  securing  efficient  service  could 
be  devised  than  a  thoroughly  organized  school,  or  schools,  wherein 
are  trained  a  corps  of  men  whose  sole  duty  is  that  of  providing 
cooked  food  for  the  men  who  fight.  Such  schools  have  been  provided 
for  our  Army. 

The  Schools  for  Bakers  and  Cooks  are  designated  in  Army  Regu- 
lations as  a  part  of  the  military  educational  system  of  the  United 
States,  and  very  properly  so.  Like  other  schools  of  the  Army  the 
supreme  directing  force  of  these  very  necessary  institutions  is  the 
headquarters  of  the  Army  in  Washington,  whence  emanate  the  orders 
21 


322  MILITARY  EDUCATION   IN  THE  UNITED  STATES. 

prescribing  the  organization  of  the  schools,  the  course  of  study,  the 
methods  to  be  pursued,  and  other  essentials  of  their  administration. 

The  same  general  regulations  govern  both  schools. 

Army  cooks  are  not  all  necessarily  enlisted  as  such.  Any  en- 
listed man  capable  of  performing  this  service  may  be  designated  as 
a  cook.  Each  company  of  engineers,  coast  artillery  or  infantry,  or 
troop  of  cavalry  has  two  cooks ;  a  battery  of  field,  horse  or  mountain 
artillery  has  three. 

Cooks  receive  more  pay  than  privates.  They  belong  to  the  com- 
batant force  and  may  be  required  to  take  a  place  in  the  firing  line. 
They  are  subject  to  all  the  laws,  rules  and  regulations  governing 
other  enlisted  men  of  the  Army. 

ORGANIZATION    AND    INSTRUCTION. 

The  commanding  officer,  Presidio  of  San  Francisco,  California, 
under  the  direction  of  the  commanding  general,  Western  Division, 
and  the  commanding  officer,  Washington  Barracks,  District  of  Co- 
lumbia, under  the  direction  of  the  commanding  general,  Eastern  Di- 
vision, are  the  commandants  of  the  respective  schools  at  those  posts. 

The  commandant  of  each  school,  under  the  direction  of  the 
division  commander  concerned,  arranges  the  program  of  instruction 
as  to  subjects,  textbooks,  and  allotment  of  time,  prescribes  the  char- 
acter and  scope  of  examinations,  and  has  final  determination  of  all 
questions  of  proficiency. 

The  commandant  of  each  school,  under  the  direction  of  the 
division  commander  concerned,  designates  in  orders  the  men  that 
are  to  act  as  instructors,  first  class  and  second  class,  and  determines 
the  number  of  such  instructors. 

The  term  of  each  school  is  four  months.  Enlisted  men  of  previ- 
ous experience  or  of  marked  ability  may,  when  deemed  proficient 
by  the  officer  in  charge,  be  graduated  after  three  months'  instruction. 
Enlisted  men  who  are  unable  to  qualify  within  the  four  months,  but 
who  have  nevertheless  demonstrated  their  fitness  for  the  work,  may 
be  retained  for  additional  instruction  for  a  period  not  to  exceed  one 
month. 

The  course  of  theoretical  and  practical  instruction  is  conducted 
by  the  officer  in  charge  of  each  school,  who  submits  to  the  com- 
mandant thereof  an  annual  report  not  later  than  July  20  regard- 
ing the  progress  and  needs  of  the  school. 

The  commandant  of  each  school  submits  to  The  Adjutant  Gen- 
eral of  the  Army,  through  military  channels,  not  later  than  August 


SCHOOLS  FOR  BAKERS  AND  COOKS.  323 

31  of  each  year,  a  report  regarding  the  progress  and  needs  of  the 
school. 

The  classes  under  instruction  are  composed  of  enlisted  men 
specially  recommended  by  the  organization,  district,  or  regimental 
commanders,  who  have  not  less  than  two  years  and  six  months  to 
serve,  or  who,  having  less  than  that  time  to  serve,  have  signified  in 
writing  their  intention  to  reenlist.  Enlisted  men  who  have  only  a 
short  time  to  serve  and  who  have  not  signified  their  intention  to 
reenlist  are  not  recommended  for  detail.  In  no  case  are  men  se- 
lected whose  enlistments  would  expire  at  the  schools. 

The  enlisted  men  recommended  must  be  of  excellent  character, 
in  good  physical  condition,  and  well  grounded  in  reading,  writing, 
and  arithmetic.  They  must  be  men  who  have  expressed  a  willing- 
ness to  accept  the  detail. 

There  is  continually  under  instruction  in  each  school  four  classes 
of  bakers  and  four  classes  of  cooks,  a  new  class  of  each  to  enter 
on  the  fifteenth  of  every  month. 

An  organization,  district,  or  regimental  commander  desiring  to 
enter  a  soldier  in  one  of  these  training  schools  makes  application  for 
the  privilege  through  military  channels  to  his  division  commander. 
Applications  may  be  forwarded  at  any  time. 

Regimental  commanders  take  proper  steps  to  have  at  least  one 
graduate  baker  available  with  each  regiment.  This  provision  does 
not  apply  to  regiments  outside  the  United  States  until  their  return. 

Students  for  the  training  school  at  the  Presidio  of  San  Fran- 
cisco are  designated  by  the  commanding  general  of  the  Western  Di- 
vision, and  for  the  training  school  at  Washington  Barracks  by  the 
commanding  general  of  the  Eastern  Division,  in  order  to  reach  the 
actual  needs  of  the  service  without  exceeding  the  accommodations  of 
these  schools. 

In  addition  to  the  above,  the  commandant  of  each  school,  with 
the  approval  of  the  division  commander  concerned,  is  authorized 
to  detail  such  enlisted  men  belonging  to  organizations  stationed  at  the 
post  where  the  school  is  located  as  in  his  opinion  are  available  and 
suitable;  these  men  are  exempt  from  so  much  of  the  requirements 
as  pertain  to  a  specified  length  of  time  of  their  periods  of  enlist- 
ment to  serve. 

Commanders  of  organizations  note  on  the  descriptive  lists  of 
men  ordered  for  instruction,  "Bakers'  class"  or  "Cooks'  class,"  de- 
pending upon  the  nature  of  the  instruction. 


324  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

Upon  the  completion  of  the  school  course  certificates  of  pro- 
ficiency are  awarded  to  men  who  successfully  pass  a  satisfactory 
theoretical  and  practical  examination.  Degrees  of  proficiency  are 
noted  thereon  as  follows : 

Assistant  baker:     A  competent  journeyman  baker. 

Baker:  Same  as  assistant  baker,  and  capable  of  handling  a 
bakery,  its  working  force,  and  all  of  its  accounts. 

Second  cook:     A  competent  organization  cook. 

First  cook:  Same  as  second  cook,  and  capable  of  handling  a 
kitchen,  its  working  force,  and  simple  accounts. 

Mess  sergeant:  A  first  cook  who  has  demonstrated  for  at  least 
one  month  his  ability  to  supervise  and  control  all  details  and  accounts 
of  an  organization  mess. 

The  commandant  of  each  school,  with  the  approval  of  the  di- 
vision commander  concerned,  is  authorized  to  retain  from  each  class 
for  a  period  not  to  exceed  two  months  such  graduates  (not  to  exceed 
four)  as  are  deemed  competent  and  necessary  to  act  as  first  and 
second  class  instructors.  The  names  of  enlisted  men  retained  under 
this  authority  are  promptly  reported  to  their  respective  commanding 
officers,  with  the  information  that  upon  expiration  of  the  period  of 
retention  the  men  will  be  returned  to  their  proper  organizations. 

COURSE   OF   INSTRUCTION. 

The  course  of  instruction  is  varied  and  embraces  both  practical 
and  theoretical  work.  Series  of  circulars  containing  data  as  to  bak- 
ing and  cooking  are  prepared  from  time  to  time  for  the  information 
of  those  taking  instruction. 

While  the  school  is  not  primarily  for  the  purpose  of  training 
chefs  for  civil  employment  yet  those  who  have  had  this  course  of 
instruction,  with  the  practical  experience  of  handling  the  Army 
ration,  find  themselves  very  competent  to  perform  the  duties  of 
cook  and  find  their  services  much  in  demand  as  such  after  they  have 
severed  their  connection  with  the  Army. 

The  instruction  confines  itself  very  largely  to  the  handling  of 
the  Government  ration.  A  "ration"  is  the  allowance  for  the  sub- 
sistence of  one  person  for  one  day  and  varies  in  components  according 
to  the  station  of  the  troops  or  the  nature  of  the  duty  performed  by 
them. 

There  are  six  kinds  of  rations,  viz. :  the  garrison  ration ;  the  field 
ration;  the  haversack  ration;  the  travel  ration;  the  Filipino  ration, 
and  the  emergency  ration.  The  garrison  ration  is  for  troops  in  gar- 


SCHOOLS  FOR  BAKERS  AND  COOKS.  325 

rison  or  in  permanent  camps;  the  field  ration  is  for  troops  in  the 
field  with  sufficient  transportation;  the  haversack  ration  is  for  troops 
in  the  field  in  active  campaigns  when  transportation  facilities  are 
limited;  the  travel  ration  is  for  troops  traveling  otherwise  than  by 
marching  and  when  they  are  separated  from  cooking  facilities;  the 
Filipino  ration  is  for  the  use  of  the  Philippine  scouts  in  the  Philip- 
pine Islands,  and  the  emergency  ration  is  for  troops  in  active  cam- 
paign for  use  in  case  of  emergency.  The  latter  ration,  however,  is 
not  a  fixed  ration,  as  it  has  been  changed  from  time  to  time,  has 
never  been  entirely  satisfactory  and  therefore  is  not  considered  in 
the  discussion  given  in  this  chapter. 

The  kind  of  ration  to  be  issued  and  which  may  be  authorized 
for  the  particular  occasion  or  service  is  determined  by  the  command- 
ing officer  of  the  troops  concerned. 

Of  the  six  kinds  of  rations  named  the  school  has  to  deal  par- 
ticularly with  the  first  named,  viz. :  garrison  ration.  The  course  of 
instruction  includes  computation  of  the  money  value  of  the  com- 
ponent parts  of  these  rations,  their  relative  food  value;  preparation 
of  menus  and  numerous  dishes  which  may  be  prepared  from  any  one 
or  a  combination  of  two  or  more  of  them. 

The  handling  of  the  field  ration  is  also  gone  into  very  thoroughly 
including  methods  of  packing,  issuing,  preparing  and  preserving 
against  deterioration  by  heat  or  cold,  or  by  contamination. 

Instruction  is  also  given  in  the  issue  of  the  haversack  ration  and 
the  handling  of  the  travel  ration. 

The  preparation  of  ration  returns,  requisitions  for  rations  and 
other  paper  work  pertaining  to  the  drawing  and  expending  of  com- 
missary supplies  is  taught  both  in  theory  and  practice. 

The  question  of  sanitation  with  particular  reference  to  the 
kitchen  is  gone  into  very  thoroughly.  This  instruction  includes  the 
disposal  of  slops  and  other  waste  arising  from  the  preparation  and 
issue  of  food  to  the  men. 

There  are  special  manuals  issued  by  the  War  Department  which 
serve  as  textbooks  for  the  course  of  instruction.  These  manuals 
embrace  among  other  things  the  following:  cash  ration;  issue  ration; 
the  cash  value  of  the  garrison  and  travel  rations  and  the  savings  al- 
lowed on  the  garrison  ration ;  ration  conversion  tables ;  quantities 
of  the  several  components  to  prepare  for  each  meal ;  bills  of  fare, 
which  take  into  consideration  the  variety  of  flavor,  time  of  year 
and  climate,  character  of  work  performed  by  the  soldiers,  etc. ;  the 


326  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

study  of  specifications  for  the  purchase  of  fresh  beef,  including  the 
determination  of  the  sex  of  the  slaughtered  animals,  the  names  of 
the  various  cuts,  the  age  and  quality,  etc.;  the  construction  of  vari- 
ous field  expedients  such  as  extemporized  bake  ovens  consisting  of 
various  forms  of  dug  out  ovens,  one-  and  two-barrel  mud  ovens,  and 
one-  and  two-barrel  mud  ranges;  the  construction  of  incinerators; 
various  computations  in  weights  and  measures;  methods  of  preparing 
the  water  for  drinking  purposes  by  means  of  boiling  and  aerating, 
and  cooling  by  evaporation. 

From  the  above  it  may  be  seen  that  the  course  is  very  thorough 
and  embraces  practically  everything  that  might  be  included  in  the 
securing  of  the  food  supplies  and  in  preparing  them  for  the  use 
of  the  men. 

The  variety  and  quantity  of  food  issued  to  soldiers  is  possibly 
much  greater  than  popular  opinion  would  have  it.  The  United  States 
soldier  is  said  to  be  the  best  fed  soldier  in  the  world.  The  author- 
ized supply  of  food  is  ample  in  every  way.  Every  step  is  taken  to 
insure  careful  inspection  before  purchasing  and  issuing,  but  this 
of  course,  in  times  of  active  war  where  means  of  transportation  are 
limited  is  sometimes  impossible.  To  get  fresh  and  wholesome  foods 
at  all  times  under  war  conditions  is  difficult,  and  often  the  inspection 
is  necessarily  a  matter  of  second  consideration. 

Perhaps  a  better  idea  of  the  quantities  and  kinds  of  food  sup- 
plies may  be  obtained  by  embodying  in  tabulated  form  the  author- 
ized issue  as  given  in  the  Army  Regulations.  The  quantities  noted 
on  the  left  side  of  the  table  are  the  "issue  articles,"  the  "substitutive 
articles"  are  noted  opposite  these  and  on  the  right  side  of  the  page. 
By  a  combination  of  the  regular  issue  and  of  the  substitutives  it  will 
be  seen  that  an  endless  variety  of  menu  may  be  secured : 


SCHOOLS  FOR  BAKERS  AND  COOKS. 


327 


1.     GARRISON  RATION. 


Component  articles  and 
quantities. 

Substitutive  articles  and  quantities. 

ffrpfih 

20  ounces 

18  ounces 

0.08  ounce 
2.4  ounces 

20  ounces 

1.28  ounces 

1.12  ounces 
3.2  ounces 

0.5  ounce 
0.16  gill 

0.64  ounce 
0.04  ounce 

0.014  ounce 

0.64  ounce 
0.5    ounce 
0.32  gill 

0.014  ounce 

Mutton,  fresh    
Bacon  x     

20  ounces 
12  ounces 

16  ounces 
16  ounces 

Canned  meat,  when  impracticable  to 
furnish  fresh  meat  

"  Hash,  corned  beef,  when  impractica- 
ble to  furnish  fresh  meat       

.4  ounces 
.8  ounces 
16  ounces 

.6  ounces 
18  ounces 

L6  ounces 
20  ounces 

L.6  ounces 
1.6  ounces 
15  ounces 

15  ounces 

1.28  ounces 
1.28  ounces 

1.12  ounces 
1.4    ounces 
0.32  ounce 

i 

0.014  ounce 
0.014  ounce 
0.014  ounce 
0.64  ounce 
0.5       ounce 

0.014  ounce 

Fish    pickled 

Fish    canned        .                      ... 

Chicken    or    turkey,    dressed    on    na- 
tional holidays  when  practicable  .  . 
[  Soft  bread 

Hard  bread,  to  be  ordered  issued  only 
when  impracticable  to  use  flour  or 
soft  bread    

Corn  meal 

|  Rice    

)  Hominy     

Potatoes  2 

Potatoes    canned 

Onions,   in  lieu  of  an  equal  quantity 
of   potatoes,   but   not   exceeding   20 
percentum  of  total  issue  

Tomatoes,  canned,  in  lieu  of  an  equal 
quantity    of   potatoes,    but   not   ex- 
ceeding 20  percentum  of  total  issue. 
Other  fresh  vegetables    (not  canned) 
when  they  can  be  obtained  in  the 
vicinity  or  transported  in  a  whole- 
some condition  from  a  distance,  in 
lieu  of  an  equal  quantity  of  pota- 
toes, but  not  exceeding  30  percent- 
um of  total  issue. 

Prunes           

Peaches    dried   or   evaporated 

Jam,  in  lieu  of  an  equal  quantity  of 
prunes,   but  not  exceeding  50   per- 
centum of  total  issue, 
f  Coffee,  roasted,   not  ground  

Coffee,    roasted    and 

1  Tea    black  or  green        .          .  . 

Milk,     evaporated, 
unsweetened    .... 
Vinegar                   .  .  . 

Pickles,  cucumber,  in  lieu  of  an  equal 
quantity    of    vinegar,    but    not    ex- 
ceeding 50  percentum  of  total  issue 

Salt 

{Cloves                         .  .          ....        ... 

Ginger     

Lard 

Nutmeg    

mtnttar 

Oleomargarine                .... 

Sirup 

Flavoring    extract, 
lemon    

Vanilla     

1  In  Alaska,  16  ounces  bacon,  or,  when  desired,  16  ounces  salt  pork,  or  22  ounces 
salt  beef. 

2  In  Alaska  the  allowance  of  fresh  vegetables  will  be  24  ounces  instead  of  20 
ounces,  or  canned  potatoes,  18  ounces  instead  of  15  ounces. 

NOTE. — Food  for  troops  traveling  on  United  States  Army  transports  will  be  pre- 
pared from  the  articles  of  subsistence  stores  which  compose  the  ration  for  troops 
in  garrison,  varied  by  the  substitution  of  other  articles  of  authorized  subsistence 
stores,  the  total  daily  cost  per  man  of  the  food  consumed  not  to  exceed  20  per  cent, 
more  than  the.  current  cost  of  the  garrison  ration,  except  on  Thanksgiving  Day  and 
Christmas,  when  60  per  cent,  increase  over  the  same  current  cost  is  authorized. 


328 


MILITARY  EDUCATION   IN  THE  UNITED  STATES. 


2.     FIELD   RATION.* 


Component  articles  and 
quantities. 


Substitutive  articles  and  quantities. 


Mutton,    fresh,    when    procurable    lo- 

20  ounces 

16  ounces 

20  ounces 

Bacon                         .        

12  ounces 

16  ounces 

18  ounces 

Soft  bread    

18  ounces 

)  Hard   bread                             

16  ounces 

Baking  powder,  when 
ovens       are       not 

0  64  ounce 

Yeast,        dried        or 
compressed,    when 
ovens    are    avail- 

aVllp 

0  04  ounces 

Rice 

1  6  ounces 

Potatoes    canned                    .        .... 

12  ounces 

Potatoes,  when  pro- 
curable  locally  .  .  . 

16  ounces 

Onions,    when    procurable    locally,    in 
lieu  of  an  equal  quantity  of  pota- 
toes,   but    not    exceeding    20    per- 
centum  of  total   issue. 
Tomatoes,  canned,  in  lieu  of  an  equal 
quantity   of   potatoes,    but   not   ex- 
ceeding 20  per  centum  of  total  is- 
sue. 

Coffee,    roasted    and 

1  12  ounces 

Tea,  black  or  green  

0.32  ounce 

Milk,    evaporated, 

Vinegar    | 

0.16  gill 

Pickles,  cucumber,  in  lieu  of  an  equal 

Salt 

quantity    of    vinegar,    but    not    ex- 
ceeding 50  percentum  of  total  issue. 

3.     HAVERSACK  RATION. 


Component  articles  and 
quantities. 


Substitutive  articles  and  quantities. 


Bacon    

12  ounces 

Coffee,    roasted    and 

112  ounces 

2  4  ounces 

Qalt 

016  ounce 

4.     TRAVEL  RATION. 


Component  articles  and 
quantities. 

Substitutive  articles  and  quantities. 

^Snft    hread 

18  ounces 
12  ounces 
4  ounces 
8  ounces 
1.4  ounces 

1.12  ounces 
2.4  ounces 

0.5  ounce 

Hard  bread   

16  ounces 
12  ounces 

Hash,  corned  beef   

Beans,    baked    
Tomatoes,    canned.  . 
Jam 

Coffee,    roasted    and 

Milk,  evaporated,  un- 
sweetened     

*The  field  ration  was  dispensed  with  in  edition  of  Army  Regulation,  Nov.   15, 
1913. 


SCHOOLS  FOR  BAKERS  AND  COOKS. 


329 


5.     FILIPINO  RATION. 


Component  articles  and 
quantities. 

Substitutive  articles  and  quantities. 

"R«»«f    frp  ah 

12  ounces 
8  ounces 

0.32  ounce 
20  ounces 
8  ounces 

1  ounce 
2  ounces 
0.08  gill 
0.64  ounce 

Bacon    
Canned  meat    

»  ounces 
8  ounces 
12  ounces 
12  ounces 
8  ounces 
8  ounces 

8  ounces 

Fish    canned 

Fish    fresh 

Hard  bread   .      .          .                

Baking  powder,  when 
in  field  and   ovens 
are  not  available.. 
Rice,  unpolished  .  .  . 
Potatoes 

Soft  bread    

Onions    

Coffee,    roasted    and 

Salt 

CHAPTER  XV. 

STUDENTS'  MILITARY  INSTRUCTION  CAMPS. 

"I  am  very  much  pleased  with  the  increased  interest  in  the  military 
preparation  and  needs  of  our  country  lately  taken  not  only  by  the  students 
of  Yale  University  hut  by  students  of  many  other  universities  and  colleges 
and  by  the  educated  people  throughout  the  country.  I  am  sure  that,  if 
our  citizens  only  knew  more  about  the  subject  of  national  defenses,  and 
the  ways  and  means  vital  and  necessary  to  be  properly  prepared,  the  War 
Department  would  not  have  to  beg  consideration  of  its  projects,  but  the 
people  themselves  would  demand  their  carrying  out.  I  believe  it  is  the 
duty  of  all  true  citizens  of  our  country  to  familiarize  themselves  with  this 
subject,  as  upon  the  mere  fact  whether  or  not  the  country  is  adequately 
prepared  for  war  may  depend  the  continued  peace  and  prosperity  of  the 
nation  and  even  their  own  lives  as  well. 

"The  subjects  of  military  policy,  military  organization,  and  the  true 
military  history  of  our  country  should  be  included  in  the  university  and 
college  curriculum.  This  is  necessary  to  the  complete  education  of  a  well 
equipped  citizen  in  order  that  he  may  form  just  and  true  opinions  on 
military  subjects  and  be  able  to  judge  for  himself  just  what  is  necessary 
in  this  respect  for  the  proper  safeguarding  of  the  nation  and  the  means  to 
effect  same." — Hon.  Lindley  M.  Garrison,  Secretary  of  War. 

An  innovation  was  instituted  in  1913  in  the  way  of  popularizing 
military  education  by  holding  two  camps  of  instruction  for  college 
students  and  graduates  of  high  schools.  These  camps  were  held 
during  the  months  of  July  and  August;  one  of  them  at  Gettysburg, 
Pennsylvania,  and  the  other  at  Monterey,  California.  The  period  of 
instruction  was  for  five  weeks,  the  students  gave  about  four  hours 
daily  to  drills,  tactical  walks,  lectures,  etc.  The  course  for  the  limited 
time  at  the  disposal  of  the  students  was  rather  comprehensive  and 
necessarily  skimmed  over. 

The  experiment  was  considered  by  the  War  Department  authori- 
ties as  a  decided  success,  although  the  number  attending  was  not  as 
large  as  was  expected.  The  interest  on  the  part  of  the  students  was 
keen,  and  the  enthusiasm  with  which  the  camps  opened  kept  up  for  the 
entire  period  of  the  camp. 

The  War  Department  furnished  the  equipment,  including  bedding, 
tentage,  rifles,  mess  kits,  etc.  The  instructors  were  Army  officers 
especially  selected  for  their  fitness  for  the  duties  required  of  them. 

The  movement  was  received  with  general  favor  on  the  part  of 
college  authorities,  many  of  the  presidents  being  heartily  in  sympathy 
with  it.  Among  the  latter  might  be  mentioned  President  Henry  Stur- 
gis  Drinker  of  Lehigh  University.  In  an  article  appearing  in  the 
New  York  Times  of  Aug.  17,  1913,  he  says  of  the  Gettysburg  Camp : 


^^^^3^^^^ 


I 

1 

is 

&e 

I 


vr£/> 

II 


HON.   LINDLEY   M.    GARRISON, 
SECRETARY   OF  WAR. 


rvlt 

Wvifc 

SI 


tt 

I 


STUDENTS'    MILITARY    INSTRUCTION    CAMPS.  331 

"When  in  May  last  I  received  the  letter  sent  out  by  General  Leonard 
Wood,  Chief  of  Staff  of  the  United  States  Army,  to  the  presidents  of  our 
American  Universities  and  Colleges,  stating  that  the  Secretary  of  War 
had  decided  to  hold  during  the  following  summer  two  experimental  military 
camps  of  instruction  for  students  of  such  institutions,  I  received  the  word 
with  hearty  appreciation  of  the  immense  good  to  our  young  men  likely  to 
result  from  such  an  establishment.  Of  all  things  that  the  American  youth 
of  today  needs,  and  needs  most,  is  the  advantage  resulting  from  an  ex- 
perience of  rigorous  self-imposed  discipline,  as  the  young  men  joining  these 
camps  would  go  of  their  own  motion.  Among  young  men  there  are  espe- 
cially two  classes  to  whom  such  an  experience  would  be  most  valuable — 
those  coming  from  well-to-do  indulgent  parents,  and  those  who,  lacking 
parental  control,  have  developed  an  independence  of  action  not  consistent 
in  all  respects  with  the  proper  conventions  of  society  and  life.  Nothing 
could  be  better  for  these  men  or  for  any  others  of  our  youth,  than  to  be 
thrown  together  for  a  time  in  a  body  under  the  careful  supervision  of  the 
splendid  men  to  whom  have  been  delegated  the  care  and  supervision  of 
our  boys  in  these  camps — officers  of  the  army,  devoted  to  the  service  of  their 
country,  gentlemen  of  high  ideals,  thorough  training,  and  intensely  and 
patriotically  interested  in  the  work.  It  is  an  enormous  error  to  consider 
or  look  on  these  camps  as  training  schools  simply  to  develop  a  measure  of 
military  efficiency.  No  man  has  better  expressed  the  great  value  of  sys- 
tematic military  training  than  Price  Collier  in  his  'Germany  and  the 
Germans,'  where  he  gives  the  German  system  credit  for  far  more  in  the 
national  advancement  than  mere  military  preparedness.  As  he  well  says, 
'One  can  understand  that  Germany  has  little  patience  with  the  confused 
thinking  which  maintains  that  military  training  only  makes  soldiers  and 
only  incites  to  martial  ambitions;  when,  on  the  contrary,  she  sees  every 
day  that  it  makes  youths  better  and  stronger  citizens,  and  produces  that 
self-respect,  self-control,  and  cosmopolitan  sympathy  which  more  than  aught 
else  lessen  the  chance  of  conflict.'  *****  'Soldiers  and  sailors  train 
themselves,  and  train  others,  first  of  all  to  self-control,  not  to  war.  It  is 
a  pity  that  'Compulsory  Service'  has  come  to  mean  merely  training  to 
fight.  In  Germany,  at  any  rate,  it  means  far  more  than  that.  Two  genera- 
tions of  Germans  have  been  taught  to  take  care  of  themselves  physically, 
without  drawing  a  sword.  It  is  rather  a  puzzling  commentary  upon  the 
growth  of  democracy,  that  in  America  and  in  England,  where  most  has  been 
conceded  to  the  majority,  there  is  least  inclination  on  their  part  to  accept 
the  necessary  personal  burden  of  keeping  themselves  fit,  not  necessarily  for 
war,  but  for  peace,  by  accepting  universal  and  compulsory  training.' 

"Physical  training,  compulsory  on  all  students  in  all  classes,  properly 
supervised  by  competent  directors  of  physical  education,  is  becoming  the 
rule  in  our  colleges  for  men  and  women,  and  we  all  recognize  the  immense 
advance  that  has  been  made  in  this  respect  in  the  development  of  healthy, 
strong-lunged  and  strong-hearted  youths  and  maidens,  but  the  accentuation 
of  physical  training  with  a  measure  of  military  discipline  and  provision  is 
a  further  great  step  in  advance. 

"I  have  had  the  pleasure  of  visiting  the  instruction  camp  at  Gettysburg 
and  again  the  second  camp  for  target  practice,  at  Mount  Gretna,  to  which 
the  boys  marched  from  Gettysburg,  camping  by  the  way,  and  learning 
practically  how  to  care  for  themselves  by  day  and  by  night  while  living 
in  the  open  air.  My  interest  in  these  visits  was  of  course  intensified  by  my 
desire  to  see  our  delegation  of  Lehigh  students  at  the  camps,  and  the  fact 
that  one  of  my  own  sons  was  there  with  my  hearty  approval  and  encourage- 
ment made  the  visits  especially  interesting  to  me  personally.  I  could  see 
nothing  to  criticise  and  everything  to  commend  and  admire.  The  camp 
arrangements,  medical  care,  camp  hospital,  shower-baths,  living  tents,  were 
perfect,  and  the  food  was  excellent,  all  at  small  cost.  The  boys  were  care- 
fully instructed  in  the  principles  of  modern  camp  sanitation  and  the  proper 
caring  for  and  disposal  of  excreta  and  of  waste  from  the  kitchen;  this  is 
information  of  the  highest  importance,  and  is  information  that  the  average 
citizen  never  gets;  the  want  of  it  has  cost  many  precious  lives  not  only  in 
our  Civil  and  Spanish  wars,  but  it  is  felt  today  in  our  citizen  life.  I 
slept  on  a  cot,  as  the  boys  did,  in  the  nights  I  spent  at  camp,  and  ate 
in  their  mess  tent  where  the  boys  and  officers  met  at  meals.  I  was  im- 
pressed with  the  cordiality  and  kindly  intercourse  between  the  officers  and 


332  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

students  and  especially  with  the  intense  interest  shown  by  the  young  men 
in  all  their  exercises. 

"Rising  at  the  call  of  the  bugle  at  five-fifteen,  they  first  had  open  air — 
setting  up — gymnastics  under  the  leadership  of  an  officer.  Then  a  good 
breakfast.  Then,  after  a  short  rest,  several  hours  of  instruction  in  various 
open  air  duties,  ending  with  a  lecture  on  some  interesting  subject  from  one 
of  the  officers  in  charge.  The  afternoons  and  evenings  were  devoted  to 
voluntary  exercises  or  to  sports,  at  the  option  of  the  students.  So  keen 
were  they  for  voluntary  cavalry  drill,  fencing,  broadsword  practice,  artil- 
lery drill,  etc.,  etc.,  that  on  one  day  I  was  there  I  heard  the  commandant 
give  stringent  directions  to  the  officers  in  charge  to  lessen  the  amount  of 
this  voluntary  work  in  the  afternoon  and  force  the  young  men  to  rest  and 
recreation  for  a  change.  The  camp  is  in  fact  a  training-school  for  manly 
men  and  good  citizens  with  the  best  of  good  influences.  Regular  work  in 
the  morning,  voluntary  engagements,  baseball  and  other  recreation,  in  the 
afternoon  and  evening,  all  of  it  ideally  good  thorough  training,  with  health- 
ful sport  interspersed,  careful  but  not  oppressive  supervision  and  regulation, 
absolutely  healthful  surroundings,  and  good  associations.  I  can  think  of 
no  six  weeks  that  could  be  spent  by  our  boys  to  better  advantage  to  them- 
selves and  with  better  promise  to  our  country  of  development  of  good  manly 
men  and  gentlemen. 

"I  found  over  fifty  Universities  and  Colleges  represented  by  student 
delegations,  among  them  most  of  the  leading  institutions  of  the  East.  The 
Western  institutions  of  course,  sent  their  delegations  to  the  other  camp, 
established  at  the  Presidio  of  Monterey,  California,  and  I  saw  commendatory 
notes  from  the  Presidents  of  many  institutions,  from  the  leaders  of  edu- 
cation in  our  country,  a  unanimous  expression  from  those  best  qualified  in 
our  land  to  form  and  express  an  opinion  of  approval  of  the  training  pro- 
posed. 

"The  country  owes  a  great  debt  of  gratitude  to  the  men  who  devised 
and  put  into  effect  this  experiment  for  the  benefit  of  our  youth,  and  it  is 
greatly  to  be  hoped  that  it  may  go  on  and  be  developed  and  enlarged  to 
embrace  in  succeeding  years  as  many  of  our  young  men  as  possible.  Our 
University  and  College  bred  youths  should  develop  as  a  class  into  leaders 
of  our  people;  surely  in  their  training  nothing  can  be  more  valuable  than 
this  hard  disciplinary  experience  in  obedience  and  regular  clean  living,  and 
if  with  it  all,  they  gain  some  knowledge  of  the  art  of  war,  a  citizen  soldiery 
is  not  an  armed  camp,  and  if  the  optimistic  doctrine  of  our  extreme  peace 
advocates  is  correct,  that  if  driven  to  war  we  can  rely  on  the  patriotism  and 
efficiency  of  our  citizens,  it  may  be  well  that  those  citizens  have  at  least 
some  appreciation  of  the  rudiments  of  the  duties  to  which  they  may  be 
suddenly  called.  I  come  of  Quaker  stock  and  all  my  instincts  are  for 
peace,  but  I  believe  that  peace  will  be  the  more  assured  to  our  beloved  na- 
tion if  with  prudence  we  learn  to  know  our  strength  and  to  conserve  it 
for  our  good  and  the  good  of  the  world,  rather  than  rely  on  the  present 
existence  of  a  millennium  that  we  pray  will  come  in  time  but  that  today 
is  not  with  us." 

President  Drinker's  article  is  worthy  the  careful  reading  of  every 
true  American  citizen.  His  views  on  military  education  and  training 
would  serve  as  a  most  excellent  national  military  policy.  He  has 
thoroughly  grasped  the  idea  that  military  preparedness  does  not  mean 
military  aggressiveness,  but  rather  operates  most  decidedly  for  peace. 
He  fully  realizes  that  we  have  not  yet  passed  the  milestone  on  the 
road  to  the  millennium  where  individuals  and  nations  fail,  in  many 
instances,  to  take  advantage  of  the  weak.  This  noted  educator  has  also 
a  full  appreciation  of  the  economic  value  of  military  training. 


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BURLINGTON,  VERMONT,  191 

3T  SECTION  OF  THE  UNITED  ! 

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STUDENTS'    MILITARY    INSTRUCTION    CAMPS.  333 

FUTURE    PLANS    FOR    STUDENTS'    CAMPS. 

Under  date  of  October  17,  1913,  the  Chief  of  Staff  of  the  Army 
issued  from  Washington,  Bulletin  No.  1,  which  expresses  the  faith  of 
the  War  Department  in  these  student  camps  of  instruction  by  making 
provision  for  increasing  the  number  of  the  camps,  making  them  more 
generally  accessible,  and  also  prescribing  in  a  general  way  the  rules  and 
regulations  governing  them,  including  method  of  making  application 
for  attendance,  etc. 

This  bulletin  applies  of  course  to  camps  for  1914,  but  as  it  is 
based  on  the  experience  gained  from  one  most  successful  season  of 
this  work,  its  essential  features  may  be  considered  as  permanent  in 
their  application  to  all  future  camps. 

The  bulletin  follows: 

1.  In   view   of   the   great   success    of   the   two    experimental    military 
camps  of  instruction  for  students  of  educational   institutions  held   during 
July  and  August  of  the  past  summer  at  Monterey,  Cal.,  and   Gettysburg, 
Pa.,  the  War  Department  has  decided  to  repeat  them  in  the  ensuing  year. 

2.  The  object  of  the  camp  is,  as  before,  to  give  to  the  young  men  of 
the  country  who  are  desirous  of  accepting  it  the  opportunity  for  a  short 
course  in  military  training,  in  order  that  they  may  be  better  fitted  to  dis- 
charge their  military  duty  to  their  country  should  it  ever  stand  in  need 
of   their   service.     The   time   selected    for   these    camps    (summer   vacation 
period)    is   intended   to   enable   college   men   to   attend   with   the   least   in- 
convenience and  greatest  instructional  advantage  to  themselves. 

3.  In  addition  to  the  above  patriotic  motive  of  attendence,  there  are 
to  be  considered  the  physical   benefits   derived   by   the   students   from  the 
active,  healthful  outdoor  life  of  a  military  camp  for  the  summer  vacation, 
and  this  at  less  expense  than  is  usually  required  when  away  from  home. 
These  physical  benefits  are  of  great  and  permanent  value  at  this  student 
period  of  their  lives,  when  the  pursuit  of  their  studies  during  the  balance 
of  the  year  requires  a  certain  amount  of  confinement.     There  are  also  the 
mutually  broadening  influences  derived  from  meeting  and  being  intimately 
associated    with    students    of    other    well-known    institutions,    and    the    op- 
portunity afforded  for  athletic  training  and  contests,  as  well  as  the  novelty 
of  the  experience  itself,  all   contributing  variety  and  interest  to  the  pro- 
gram. 

Another  gain  to  the  student  is  a  certain  increase  in  his  economic  value 
due  to  the  increased  business  efficiency  acquired  through  habits  of  discipline, 
obedience,  self-control,  order,  command,  and  the  study  of  organization  and 
administration  as  applied  in  first-class  modern  armies. 

4.  The   benefit   of  these   camps   to   the   Nation   is   that   they   foster   a 
patriotic   spirit,   without  which   a   nation   soon   loses   its   virility   and   falls 
into  decay;  they  spread  among  the  citizens  of  the  country  a  more  thorough 
knowledge  of  military  history,  military  policy,  and  military  needs,  all  neces- 
sary to   the   complete   education   of  a   well-equipped   citizen   in   order   that 
he  may  himself  form  just  and  true  opinions  on  military  topics. 

As  a  military  asset,  the  value  of  these  camps  is  inestimable.  They 
afford  the  means  of  materially  increasing  the  present  inadequate  personnel 
of  the  trained  or  partially  trained  military  reserves  of  the  United  States, 
and  this  increase  consisting  of  a  class  of  educated  men  from  which  in  time 
of  national  emergency  a  large  proportion  of  the  volunteer  commissioned 
officers  will  probably  be  drawn,  and  upon  whose  judgment  and  training  at 
such  a  time  the  lives  of  many  other  men  will  in  a  measure  depend. 

The  ultimate  object  sought  is  not  in  any  way  one  of  miltary  aggrandize- 
ment, but  to  provide  in  some  degree  a  means  of  meeting  a  vital  need  con- 
fronting us  as  a  peaceful  and  unmilitary  people,  in  order  to  preserve  the 
desired  peace  and  prosperity  through  the  only  safe  precaution,  viz.:  more 


334  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

thorough   preparation   and   equipment   to   resist   any   effort   to  break   such 
peace. 

5.  Only   those   will   be   allowed   to   attend   who   are   students   in   good 
standing  of  a  first-class  university,  college,  or  in  the  graduating  class  at  high 
or  preparatory  schools;    recent  university  or  college  graduates,  and   those 
who  have  received  a  satisfactory  official  War  Department  certificate  of  at- 
tendance at  a  previous  student  camp. 

Applicants  must  be  citizens  of  the  United  States  or  have  declared  their 
intention  of  so  becoming;  18  to  30  years  of  age,  inclusive;  of  good  moral 
character,  and  physically  qualified. 

6.  Students  must  attend  for  the  full  period  of  five  weeks,  unless  com- 
pelled by  actual  necessity  to  leave  before  that  time.     They  must   during 
this  period  render  themselves  subject  to  the  rules  and  regulations  prescribed 
for  the  government  of  the  camp,  the  commanding  officer  having  authority 
to  discontinue  their  attendance,  withhold  certificate,  or  both,  upon  violation 
of  such  ordinances. 

7.  (a)     Transportation. — Students  will  be  required  to  pay  their  travel- 
ing expenses  to  and  from  the  camp;   this  item  will  be  made  as  small  as 
possible  by  selecting  the  several  campsites  in  as  central  a  location  as  may 
be  found  practicable,  giving  due  consideration  to  average  travel  from  the 
homes  of  those  attending  and  to  the  advantages  offered  in  the  camp  sites. 

(b)  Subsistence. — Wholesome,  healthful,  and  ample  meals  will  be  fur- 
nished at  the  rate  of  $3.50  a  week,  or  $17.50  for  the  entire  period.     This 
amount  must  be  presented  upon  arrival  and  includes  payment  of  cooks,  as- 
sistant  cooks,   waiters,   and   other   expenditures   not   especially   enumerated 
elsewhere.     These  meals  will  be  prepared  by  trained  Army  cooks  and  will 
be  under  the  constant  personal  supervision  of  an  officer. 

(c)  Clothing. — The  uniform  required  will  be: 

1  suit  of  cotton  olive  drab  colored  uniform. 

1  extra  pair  breeches. 

1  campaign  hat  with  distinctive  hat  cord. 

1  pair  leggings. 

2  cotton   (or  wool)   olive  drab  colored  shirts. 

These  articles  (with  exception  of  hat  cord)  are  similar  to  those  pre- 
scribed for  use  in  the  Regular  Army.  If  not  already  possessed  by  the 
student,  they  must  be  purchased  by  him  and  will  cost  from  about  $5  to 
$10,  depending  upon  quality.  To  avoid  delay  and  trouble  in  fitting  at  the 
camp,  it  is  preferable  for  students  to  obtain  the  above  uniform  in  ad- 
vance. *  *  *  * 

8.  (a)     The  Government  will  furnish,  without  charge,  cots,  blankets, 
tentage,  cooking  outfits,  a  complete  infantry  equipment  for  each  man,  in- 
cluding  rifle,   bayonet,   cartridge   belt,   canteen,   shelter-tent   half,   pole   and 
pins,  haversack,  pack  carrier,  individual   mess-kit,  knife,  fork,  spoon,  and 
cup,  and   such  other  articles   of  quartermaster   and   ordnance   property   as 
may  be  found  necessary;   these  to  be  turned  in  upon  completion  of  camp. 
All  articles  lost  or  broken  to  be  paid  for  by  student. 

(b)  The    Government   will    also    provide    proper    cooking    and   baking 
facilities,   wagon   transportation   needed,   and   the   necessary   personnel   for 
instruction,  organization,  and  maintenance  of  the  camp,  hospital,  and  medi- 
cal care  and   sanitation;    in   short,   everything  tending   to   the   health   and 
comfort  of  those  attending,  which  lawfully  can  be  furnished  by  the  War 
Department,  will  be  provided. 

(c)  Such  troops  of  the  Regular  Army  as  may  be  necessary,  and  which 
may  be  available  for  this  purpose  at  the  time  of  the  camp,  will  be  in  at- 
tendance  and   will   cooperate   in   the   military   instruction   and   in   the   dif- 
ferent field  maneuvers,  exercises  and   demonstrations.     If  practicable,   cav- 
alry and  field  artillery  instruction  will  be  given  and  opportunity  offered  to 
those  who  desire  it  to  actually  ride  the  horses  of  the  former  or  the  cais- 
sons and  guns  of  the  latter. 

(d)  The  theoretical  principles  of  tactics,  including  advance  and  rear 
guards,  patrols,  outposts,  and  combat,  will  be  studied  and  explained  in  a 
series  of  informal  talks,  tactical  walks,  and  war  games  conducted  by  se- 
lected competent  officers. 

The  practical  application  of  the  above  will  be  carried  out  in  the  field 
by  the  students  themselves  and  also  in  conjunction  with  the  regular  troops, 
blank  ammunition  being  used  to  make  the  exercises  more  realistic. 


INSTRUCTION    IN    HORSEMANSHIP. 


INSTRUCTION    IN    CONSTRUCTING    TRENCHES. 


INSTRUCTION   IN   FIELD   ARTILLERY. 

SCENES    PROM    STUDENTS'    MILITARY    INSTRUCTION    CAMP    AT    GETTYS- 
BURG,   PA.,    1913. 


STUDENTS'    MILITARY    INSTRUCTION  CAMPS.  335 

(e)  Military  map  making  and  road  sketching  will  be  explained  and 
opportunities  for  practical  work  in  that  subject  offered  to  those  who  de- 
sire it. 

(f)  The  proper  handling  and  use  of  the  rifle  will  be  taught  and  ex- 
perience given  by  means  of  gallery  (or  subcaliber)  practice.     If  practicable, 
actual   firing  with  the  service  rifle   and   ammunition   on   the  target  range 
will  be  held.     To  those  students  making  the  necessary  qualifications  over 
the  prescribed  course  the  National  Rifle  Association  of  America  will  give 
their  prescribed  marksmanship  badges,  and  also  offer  a  trophy  to  be  com- 
peted for  by  teams  representing  the  different  educational   institutions. 

(g)  Physical    drill,    marching,    camping,    tent    pitching,    making    and 
breaking  camp,  loading  and  unloading  wagons,  camp  expedients,  field  cook- 
ing, camp  sanitation,  first  aid  to  the  injured,  personal  hygiene,  and  the  care 
of  troops  in  the  field  will  be  taught  by  practice. 

(h)  Informal  talks  by  selected  officers  will  be  given  on  the  following 
subjects:  Use  and  duties  of  the  different  arms  and  branches  of  the  service 
(Infantry,  Field  Artillery,  Cavalry,  Engineers,  Signal  Troops,  and  the  Medi- 
cal Corps) ;  field  fortifications,  including  the  laying  out,  construction,  and 
use  of  trenches;  military  bridge  building;  use  of  explosives;  demolitions; 
the  installation  and  operation  of  field  lines  of  electrical  information  and 
the  use  of  buzzers,  field  telephones,  and  radiotelegraphic  apparatus;  signal 
flags,  heliographs,  and  acetylene  lanterns,  and  other  apparatus  used  by 
Signal  Corps  organizations  in  the  field;  the  tactical  organization  of  the 
military  forces  of  the  United  States,  the  reasons  therefor  and  comparison 
with  that  of  foreign  armies;  the  supply  (food  and  material)  of  an  army 
and  the  problems  connected  therewith;  the  psychology  of  war;  the  true 
military  history  of  our  country — not  the  illuminated  school-book  version 
of  our  few  victories,  but  the  real  accounts,  as  taken  from  the  official  records 
of  our  many  defeats  and  the  reasons  therefor;  military  policy,  past  and 
present,  the  necessity  for  some  sound  definite  military  policy  and  for  the 
adoption  thereof,  and  the  present  scheme  as  worked  out  by  the  General 
Staff  of  the  Army. 

(i)  The  camp  will  include  a  practice  march  of  several  days'  duration, 
in  which,  as  nearly  as  possible,  such  actual  campaign  conditions  of  march, 
bivouac,  and  combat  will  be  followed  as  the  assumed  situation  would  ex- 
act. 

(j)  To  those  who  successfully  finish  .the  prescribed  course  of  instruc- 
tion of  the  camp,  certificates  to  that  effect  will  be  issued  by  the  War  De- 
partment, and  their  names  kept  on  file  in  the  records  of  said  department, 
with  such  remarks  in  each  case  as  may  be  made  by  the  officers  in  charge  as 
to  degree  of  efficiency  and  recommendations  as  to  fitness  for  future  com- 
mand. 

9.  In  return  for  the  above  the  students  are  expected  to  give  their  best 
and  most  honest  endeavor  to  further  the  success  of  the  instruction  and  to 
gain  the  best  results  therefrom.  This  will  be  real  military  work,  not  play, 
and  only  students  who  come  to  learn  are  desired,  a  correct  understanding 
of  the  principles  involved  being  considered  of  more  importance  in  the  short 
time  available  for  instruction  than  the  exercise  or  movement  itself.  The 
minutiae  and  exact  precision  of  close-order  drill  will  be  insisted  upon  enough 
only  to  insure  discipline.  Extended-order  drill  and  field  exercises  are  con- 
sidered most  important.  Work  will  be  confined  as  far  as  practicable  to 
the  morning,  leaving  the  afternoons  and  evenings,  with  due  regard  to  proper 
supervision,  at  the  disposal  of  the  student  for  rest,  athletic  sports,  and 
recreation. 

SELECTION   OF   CAMP-SITES. 

Prom  a  military  standpoint  they  must  have  sufficient  level  ground  for 
the  camp  itself  and  for  close-order  drills  and  parades.  They  must  have 
nearby  a  fairly  rolling,  not  too  heavily  wooded,  uncultivated  terrain  suit- 
able for  field  exercises  and  maneuvers,  without  incurring  any  expense  for 
use  or  possible  claim  for  damages,  and  a  good  target  range  within  marching 
distance. 

Prom  the  recreation  standpoint  they  should  be  in  a  summer  resort 
region,  cool  and  healthy;  should  have  good  swimming,  bathing,  and  fish- 
ing advantages,  such  as  a  lake,  large  river,  or  the  seashore;  should  be  in 


336  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

the  neighborhood  of  summer  resorts  where  parents,  relations,  and  friends 
may  visit  and  observe  the  students,  and  where  students  who  so  desire  may 
have  proper  social  entertainment. 

11.  The  camps  will  be  held  for  five  weeks  between  the  early  part  of 
July  and  the  middle  of  August,   (1914)   the  exact  dates  to  be  decided  upon 
later.     This  plan   meets   with  the   approval   of  all   University   and   College 
authorities  heard  from  on  th'e  subject,  among  whom  are  the  heads  of  the 
majority  of  the  larger  educational  institutions  in  the  country. 

It  is  heartily  indorsed  by  the  students  attending  last  year's  camp,  the 
greater  part  of  whom  have  expressed  their  intention  of  returning,  if  possible, 
in  the  coming  year;  and  a  number  of  congratulatory  letters  have  been  re- 
ceived from  parents,  dwelling  upon  the  physical  benefits  derived  by  their 
sons  from  the  last  camp. 

12.  Students  who  are  to  attend  the  coming  camps  are  earnestly  urged 
to  take,  before  coming,  the  antityphoid  prophylaxis  and  to  be  vaccinated  for 
smallpox.     This  as  a  matter  of  ordinary  precaution.     Either  inoculation  will 
be  given,  however,  free  of  charge  at  the  camp  to  those  who  desire  it;  but 
in  some  cases,  particularly  in  vaccination,  temporary  sore  arms  result,  with 
a  consequent  loss  of  time,  and  it  is  better  to  have  it  over  with  before  com- 
ing to  camp.     The  typhoid  inoculation  renders  one  immune  for  a  consider- 
able period  and  has  been  most  successful  in  the  Army.     To  those  who  can- 
not  afford   to   take   it  before   coming   the   free   opportunity   offered   at   the 
camp  should  be  taken  full  advantage  of.     It  is,  however,  left  entirely  op- 
tional with  the  students. 

13.  Companies  will  be  made  up,  as   far  as  possible,   depending  upon 
numbers,  of  students  from  the  same  or  similar  institutions.    All  companies 
will  be  commanded  by  a  selected  Regular  Army  officer,  or  officers,  and  will 
be  aided  by  subaltern  officers  and  noncommissioned   officers  selected   from 
among  the  students  themselves,  preference  being  given  to  selected  students 
of  the  previous  War  Department  camps. 

The  discipline  exacted  will  be  strict  and  just.  Students  will  be  on  a 
cadet  status;  that  is,  treated  with  the  courtesy  due  prospective  officers,  but 
subject  to  all  rules  and  regulations  of  the  camp  and  subject  to  disciplinary 
measures  for  infractions  thereof. 

14.  The  students  attending  camp  during  the  summer  of  1913  formed 
an  organization,  for  which  they  adopted  the  name,  the  Society  of  the  Na- 
tional Reserve  Corps  of  the  United  States. 

The  following  gentlemen,  all  of  whom  have  expressed  cordial  interest 
in  the  plan  of  holding  these  summer  camps,  have  consented  to  act  as  adj 
visory  committee  of  the  student  organization: 

J.  G.  Hibben,  president  of  Princeton  University. 

A.  L.  Lowell,  president  of  Harvard  University. 

A.  T.  Hadley,  president  of  Yale  University. 

G.  H.  Denny,  president  of  the  University  of  Alabama. 

H.  B.   Hutchins,  president  of  the  University  of  Michigan. 

E.  W.  Nichols,  president  of  Virginia  Military  Institute. 

B.  I.  Wheeler,  president  of  the  University  of  California. 

J.  H.  Finley,  president  of  the  College  of  the  City  of  New  York. 

H.  S.  Drinker,  president  of  Lehigh  University. 

The  students,  recognizing  the  active  interest  that  President  Drinker 
had  taken  in  the  camps,  and  having  become  personally  acquainted  with 
him  during  his  visits  to  the  camps  at  Gettysburg  and  Mount  Gretna,  elected 
him  president  of  the  organization,  which  position  he  accepted. 

Mr.  George  H.  Gaston,  Jr.,  a  graduate  of  Princeton  University  of  the 
class  of  1913,  now  taking  a  postgraduate  course  at  Columbia  University, 
who  attended  the  camp  as  a  student,  was  elected  secretary  and  treasurer. 

The  following  student-members  of  the  camps  were  elected  an  executive 
committee : 

H.  A.  Murrill,  Virginia  Military  Institute; 

C.  D.  Gentsch,  Western  Reserve  University; 
H.  B.  Perrin,  Yale  University  (graduate) ; 

F.  R.  Lowell,  Yale  University; 

R.  Gillou,  University  of  California; 

G.  H.  Gaston,  Jr.,  Princeton  University. 

15.  Heads  of  educational  institutions  are  requested  to  designate  some 
person  or  persons  who  will  have  supervision  of  applications  for  attendance 


STUDENTS'    MILITARY    INSTRUCTION    CAMPS.  337 

at  camp,  who  will  certify  as  to  moral  and  physical  qualifications,  and  who 
will  forward  the  names  of  such  successful  applicants,  either  through  the 
local  secretary  of  the  organization  referred  to  in  paragraph  14,  or  direct 
to  "Capt.  R.  O.  Van  Horn,  General  Staff,  U.  S.  Army,  Office  Chief  of  Staff, 
War  Department  Building,  Washington,  D.  C.,"  who  has  been  placed  by  the 
War  Department  in  charge  of  the  organization  of  student  camps,  and  who 
will  forward  the  application  to  the  proper  authority. 

These  applications  may  be  forwarded  at  any  time  until  just  before 
commencement  of  camp,  or  until  as  many  have  been  received  as  can  properly 
be  taken  care  of. 

Applicants  must  state  full  name,  age,  home  address;  name  of  educa- 
tional institution  attending,  and  address  at  same;  if  in  high  school,  ap- 
plicant must  state  he  is  a  member  of  the  graduating  class. 

Applicants  must  agree  to  attend  for  the  entire  period  unless  compelled 
by  actual  necessity  to  leave  beforehand,  and  to  obey  the  rules  and  regula- 
tions established  for  the  government  of  the  camp. 

They  must  agree  to  deposit  upon  arrival,  if  not  previously  done,  the 
sum  of  $22.50,  $17.50  being  for  payment  of  their  subsistence,  and  the  bal- 
ance ($5)  for  the  payment  for  loss  or  damage  to  Government  property  in 
their  possession.  If  there  be  no  loss  or  damage  this  amount  ($5)  will  be 
returned  to  students  upon  the  termination  of  camp. 

All  applications  must  be  approved  by  the  properly  designated  college 
authority,  as  laid  down  in  the  previous  paragraph.  Only  students  of  certi- 
fied moral  character  will  be  allowed  to  attend.  The  required  physical 
qualifications  being  not  so  strict  as  they  are  in  the  Army,  only  an  organic 
disease,  or  some  disability  that  would  prevent  marching  or  that  would 
render  the  applicant  liable  to  ill  effects  from  the  active  outdoor  life  of 
camp  will  be  considered  a  disqualification.  *  *  *  * 

The  entire  organization  of  the  camps  of  1913  and  1914  was 
placed  in  the  hands  of  Captain  Robert  O.  Van  Horn,  General  Staff, 
United  States  Army,  a  most  competent  officer  and  one  who  is  most 
deeply  interested  in  the  dissemination  of  popular  military  knowledge. 

The  sites  selected  for  the  1914  camps  were  Burlington,  Vermont ; 
Asheville,  North  Carolina;  Ludington,  Michigan,  and  Monterey,  Cali- 
fornia. The  time  for  the  camps  for  the  first  three  extends  from  July  6 
to  August  7  inclusive,  and  for  the  latter  from  June  26th  to  July  31st 
inclusive. 


22 


CHAPTER  XVI. 

THE  SCHOOL  OF  MUSKETRY. 

(Fort  Sill,  Oklahoma). 

"The  science  of  gaining  fire  superiority,  upon  which,  at  the  present  day, 
success  in  battle  principally  depends,  must  be  from  now  on  a  subject 
thoroughly  understood  by  all,  its  details  carefully  worked  out,  its  theoretical 
principles  studied,  and  a  final  practical  working  basis  arrived  at  upon 
which  the  entire  army  can  go  ahead  and  prepare  themselves  uniformly. 
No  one  can  foretell  when  the  time  will  come  to  put  our  training  to  the 
real  test  of  battle,  but  let  us  hope  that  when  it  does  we  will  have  a  uniformly 
disciplined  body  of  men  as  the  result  of  this  teaching." — Capt.  R.  0.  Van 
Horn,  General  Staff,  U.  S.  Army. 

HISTORICAL  SKETCH. 

Training  in  musketry  dates  back  almost  as  far  as  the  invention  of 
this  weapon  of  warfare,  but  only  in  comparatively  recent  years  has 
any  effort  been  made  to  teach  the  individual  and  collective  use  of 
small  arms  in  a  scientific  manner. 

In  the  United  States  the  first  system  of  target  practice  for  the 
Army  was  prepared  by  Capt.  Henry  Heth,  10th  Infantry.  This  was 
published  in  book  form  and  adopted  by  the  War  Department  in  1858, 
"for  use  of  troops  when  armed  with  the  musket,  rifle  musket,  rifle  or 
carbine."  This  book  served  the  use  of  our  armies  during  the  Civil  War. 

In  1872  a  "Manual  for  Rifle  Practice"  was  prepared  by  General 
George  W.  Wingate,  inspector  general  of  rifle  practice  of  the  National 
Guard  (organized  militia)  of  the  State  of  New  York.  His  advice  and 
suggestions  were  followed  by  Army  marksmen. 

The  first  complete  systematic  course  of  instruction  in  rifle  firing 
for  the  United  States  Army  was  prepared  by  Colonel  T.  T.  S.  Laidley, 
of  the  Ordnance  Department,  under  the  instruction  of  the  Chief  of 
Ordnance,  and  was  published  with  the  approval  of  the  Secretary  of 
War  in  1879.  This  work  led  to  such  excellent  results  in  the  target 
practice  of  the  Army,  that  in  1883,  it  was  found  advisable  that  a  new 
book  be  prepared  to  embody  the  experience  gained  in  the  meantime  on 
this  subject.  Capt.  Stanhope  E.  Blunt,  Ordnance  Department,  U.  S. 
Army,  was  designated  by  the  Chief  of  Ordnance  for  this  work  and  the 
result  was  the  publication  in  1885  of  "Blunt's  Rifle  and  Carbine  Firing," 
which  received  the  approval  of  the  board  of  officers,  of  the  Lieutenant- 
General  of  the  Army,  and  of  the  Secretary  of  War. 

With  two  slight  revisions  by  Capt.  Blunt,  and  the  change  of  title 
to  "Firing  Regulations  for  Small  Arms,"  this  book  was  the  authorized 
guide  for  small-arms  practice  until  April,  1896,  when,  on  account  of  the 


THE  SCHOOL  OF  MUSKETRY.  339 

adoption  by  the  Army  of  the  new  magazine  rifle,  a  small  manual  of 
firing  regulations,  prepared  by  a  board  of  officers  consisting  of  Colonel 
I  J.  C.  Bates,  Second  Infantry ;  Lieut.  Col.  Charles  A.  Wikoff,  Nineteenth 
Infantry,  and  Captain  Marion  P.  Maus,  First  Infantry,  was  published, 
for  temporary  use,  by  order  of  the  Secretary  of  War. 

The  progress  of  the  Army  in  target  practice  since  the  publication 
of  Captain  Blunt's  book,  together  with  the  change  of  arms  to  the 
magazine  rifle,  made  a  more  complete  revision  of  the  "Firing  Regula- 
tions for  Small  Arms"  necessary.  Capt.  John  S.  Mallory,  Second  In- 
fantry, was  therefore  detailed  in  February,  1897,  by  the  Major  General 
Commanding  the  Army,  with  the  approval  of  the  Secretary  of  War, 
to  make  such  a  revision,  and  his  work,  with  slight  amendments,  was 
approved  by  a  board  of  officers  consisting  of  Col.  J.  C.  Bates,  Second 
Infantry;  Maj.  A.  R.  Chaffee,  Ninth  Cavalry;  First  Lieut.  R.  C.  Van 
Vliet,  Tenth  Infantry,  with  Capt.  John  S.  Mallory  as  recorder,  and 
was  published  in  General  Orders,  No.  26,  Adjutant  General's  Office, 
June  11,  1897.  The  revised  work,  with  some  minor  changes,  having 
received  the  approval  of  the  Major  General  Commanding  the  Army  and 
the  Secretary  of  War,  was  then  published  for  the  information  and 
guidance  of  the  Army. 

From  1898  to  1901,  inclusive,  the  demands  of  the  service  pre- 
cluded the  prosecution  of  systematic  target  practice,  but  in  1902  it 
was  resumed,  and  soon  developed  the  fact  that  the  changed  conditions 
demanded  a  revision  of  the  existing  regulations. 

A  board  of  officers,  consisting  of  Maj.  James  Parker,  U.  S.  Caval- 
ry, assistant  adjutant  general;  Maj.  John  F.  Guilfoyle,  Twelfth  Caval- 
ry; Maj.  William  A.  Mann,  Fourteenth  Infantry;  Maj.  Frederick  W. 
Sibley,  Eleventh  Cavalry,  and  Capt.  Harry  C.  Hale,  Twentieth  In- 
fantry, was  therefore  convened  for  the  purpose  of  revising  the  "Firing 
Regulations  for  Small  Arms,"  and  the  work  of  this  board  was  approved 
by  the  Secretary  of  War,  and  issued  for  the  information  and  guidance 
of  the  Army  and  the  organized  militia  of  the  United  States. 

A  subsequent  revision  of  the  Small  Arms  Firing  Regulations  was 
made  by  a  board  of  officers  and  published  by  authority  of  the  Secretary 
of  War  in  1909.  This  work  has  in  turn  been  revised  and  the  small 
arms  practice  in  the  United  States  Army  is  conducted  today  under 
the  revision  of  1913. 

Capt.  Joseph  B.  Batchelor,  Jr.,  of  the  Twenty-fourth  Infantry 
prepared  a  volume  on  "Infantry  Fire — Its  Use  in  Battle,"  in  1892. 
This  volume  was  not  a  set  of  rules  and  regulations  for  the  government 
of  target  practice  but  more  of  a  scientific  discussion  of  the  employment 


340  MILITARY  EDUCATION  IN  THE  UNITED   STATES. 

of  rifle  fire  in  action.  It  was  really  the  forerunner  of  other  scientific 
treatises  on  the  subject  by  United  States  Army  officers.  A  large  part 
of  his  work  was  an  adaptation  of  the  foreign  methods  then  in  exist- 
ence. In  his  preface  he  states : 

"The  merit  of  this  book  lies  in  the  importance  of  its  subject.  This 
has  been  extensively  studied  in  Europe,  but  hardly  at  all  here,  and  yet 
there  is  no  branch  of  his  profession  which  more  demands  the  attention 
of  the  military  student,  since  none  more  affects  the  value  of  our  forces  and 
the  fate  of  our  arms." 

More  recently  there  have  been  several  valuable  articles  and  some 
books  on  this  subject,  among  them  a  volume  by  Capt.  Henry  E.  Eames 
of  the  Tenth  Infantry. 

In  introducing  an  article  on  Musketry  in  the  Infantry  Journal 
(1910),  Captain  J.  N.  Pickering,  of  the  1st  U.  S.  Infantry  says: 

"Musketry  is  entirely  too  large  a  subject  to  handle  in  an  exhaustive 
manner  within  the  limits  of  this  paper.  Large  books  have  been  written  on 
certain  parts  of  it,  and  other  parts  offer  inviting  fields  for  other  books.  This 
paper  contains  a  brief  consideration  of  its  salient  features  and  is  not  a 
treatise  on  the  subject  in  general  or  in  part.  Arguments  and  experiments 
upon  which  assertions  are  based  are  given  with  brevity  or  omitted,  and 
illustrative  narrative  is  reduced  to  the  lowest  possible  volume." 

The  above  reference  is  apropos  only  in  that  it  shows  the  compre- 
hensiveness of  the  subject  from  the  viewpoint  of  a  recognized  authority. 
The  importance  of  the  subject  cannot  be  overestimated. 

Napoleon  said: 

"The  fire  is  everything." 

To  gain  a  complete  victory  fire  superiority  must  be  obtained  and 
retained.  It  must  follow  that  a  subject  which  bears  such  a  close  re- 
lation to  the  ultimate  accomplishment  sought  by  an  appeal  to  arms  is 
most  worthy  of  a  system  of  schools  which  will  bring  to  light  all  the 
niceties  of  the  art  and  science  it  embraces. 

The  above  have  been  but  straws  indicating  the  direction  from 
which  the  wind  is  blowing.  The  School  of  Musketry  is  the  direct  out- 
growth of  scientific  investigation  of  this  subject,  and  is  the  means  for 
working  out  practical  solutions  of  musketry  fire  problems. 

THE   SCHOOL   OF   MUSKETRY. 

A  school  of  Musketry  was  organized  as  a  territorial  division 
school  by  authority  of  General  Orders  No.  4,  Headquarters  of  the 
Pacific  Division,  San  Francisco,  California,  dated  February  21,  1907, 
issued  in  pursuance  of  authority  received  from  the  War  Department  at 
Washington.  This  school  was  located  at  Monterey,  California. 

The  fundamental  purpose  of  the  school  was  to  give  selected  officers 
and  enlisted  men  of  the  Pacific  Division  a  higher  degree  of  practical 


THE  SCHOOL  OF  MUSKETRY.  341 

and  theoretical  knowledge  of  instruction  in  the  use  of  small  arms  than 
was  practicable  to  obtain  at  military  posts,  with  a  view  of  making 
them  better  instructors  and  thereby  increasing  the  firing  efficiency  of 
the  organizations  to  which  they  belong. 

The  personnel  of  the  school  consisted  of  a  commandant,  an  as- 
sistant commandant,  two  companies  of  infantry,  one  machine-gun 
platoon  and  enlisted  men  detailed  as  students. 

It  was  provided  that  in  addition  to  the  work  of  the  school  as  an 
institution  for  instruction,  experiments  in  such  matters  as  referred 
to  the  development  of  all  material  pertaining  to  small  arms  firing  might 
be,  in  the  discretion  of  the  proper  authority,  referred  to  the  school 
for  investigation  and  report. 

The  set  terms  began  on  January  3,  April  1,  July  6,  and  October 
1,  and  continued  twelve  weeks. 

The  first  class  began  April  1st,  1907,  under  the  direction  of  Col. 
Joseph  Garrard,  of  the  Cavalry,  as  Commandant.  The  extent  of  the 
instruction  given  was  necessarily  somewhat  limited.  The  instructors 
had  had  little  time  to  prepare  lectures  and  there  was  a  shortage  of 
material,  but  on  the  whole  the  experiment  had  proved  a  success,  the 
individual  "figure  of  merit"  of  the  class  in  rifle  firing  rose  from 
137.69  to  161.06  and  enthusiasm  in  shooting  throughout  the  terri- 
torial division  as  well  as  interest  in  the  school  was  given  a  new  im- 
petus. 

Major  G.  W.  Mclver  (now  Lieutenant  Colonel  and  Adjutant 
General)  relieved  Colonel  Garrard  as  Commandant  in  November,  1907. 
With  his  administration  field  firing  began  to  assume  important  dimen- 
sions, and  a  progressive  lecture  course  was  inaugurated.  The  demands 
on  the  school  staff  by  the  increasing  demand  of  experimental  work  re- 
ferred to  the  school  by  the  War  Department  necessitated  reduction  in 
the  number  of  classes  to  three,  and  an  increase  in  the  number  of  in- 
structors to  three. 

Beginning  in  August,  1909,  a  period  of  one  month  in  each  year 
was  set  aside  for  a  machine-gun  class.  This  class  consisted  of  one 
officer,  one  sergeant,  two  corporals  and  three  privates  from  each 
machine-gun  in  the  division. 

In  April,  1911,  Lieutenant  Colonel  S.  W.  Miller  (now  Colonel) 
relieved  Major  Mclver  as  Commandant.  During  Colonel  Miller's 
administration  the  mobilization  of  our  military  forces  on  the  Rio 
Grande  so  far  drew  from  the  troops  in  that  territorial  division  as 
to  cause  a  further  reduction  in  the  number  of  classes,  but  much  valuable 
experimental  work  was  carried  to  completion  and  the  school  so  far 


342  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

gained  in  recognition  by  the  War  Department,  that  in  January,  1913, 
it  was  moved  to  Fort  Sill,  Oklahoma,  where  it  was  known  as  a 
"School  for  Small  Arms  Firing."  In  June,  1913,  the  name  was  changed 
to  the  "School  of  Musketry,"  and  it  was  included  as  a  Service  School 
of  the  United  States  Army.  Unfortunately,  immediately  after  the 
move  to  Fort  Sill,  the  Mexican  situation  again  intervened  and  the 
battalion  of  the  19th  Infantry  which  was  sent  to  Fort  Sill  in  Feb- 
ruary, 1913,  for  duty  with  the  School  of  Musketry  was  immediately 
ordered  to  the  border.  Colonel  Miller  was  shortly  after  ordered  away. 

In  July,  1913,  Colonel  Miller  was  ordered  to  Europe  for  study 
and  investigation  of  the  methods  at  European  schools  for  musketry. 
The  scheme  of  instruction  will  not  finally  be  determined  until  Colonel 
Miller  has  completed  his  investigation,  but  it  is  believed  that  more 
time  will  be  devoted  to  combat  firing  than  has  been  the  case  in  the 
past.  It  is  felt  that  the  ultimate  aim  of  the  school  should  be  the  de- 
velopment of  leaders  capable  of  handling  a  firing  line  in  battle. 

Fort  Sill  is  admirably  located  and  especially  suited  for  both  this 
school  and  the  School  of  Fire  for  Field  Artillery,  which  is  also 
located  there.  It  was  first  established  in  1868  as  "Camp  Wichita"  and 
was  occupied  by  troops  in  1869  and  received  its  present  name  the  same 
year. 

The  surrounding  country  is  hilly  and  mountainous  and  is  inter- 
spersed with  wide  valleys.  The  military  reservation,  declared  as  such 
by  executive  order  of  the  President  of  the  United  States  on  the  seventh 
of  October,  1871,  contains  36  square  miles.  This  gives  a  varied  terrain 
most  excellently  adapted  for  working  out  problems  in  musketry  as 
well  as  in  field  artillery  fire. 

Ordinarily  the  teaching  of  target  practice  and  firing  in  general 
comes  plainly  within  the  scope  of  military  training  rather  than  edu- 
cation. However,  this  School  of  Musketry  has  many  features  which 
would  separate  the  instruction  given  from  that  of  "training"  and  place 
it  under  the  head  of  "education."  It  is  true  that  a  large  part  of  the  class- 
work  consists  in  musketry  firing  but  this  firing  is  only  used  in  con- 
junction with  definite  problems  which  call  for  both  theoretical  as 
well  as  practical  solution.  The  work  attempted  and  performed  in  its 
relation  to  the  military  is  clearly  educational. 

There  are  many  interesting  problems  worked  out  at  the  Schools 
of  Musketry,  and  it  would  be  impossible  to  get  a  very  clear  idea  as  to 
the  character  of  this  work  unless  a  sufficient  number  of  these  prob- 
lems were  embodied  in  this  chapter  as  will  cover  the  scope  of  the 


THE  SCHOOL  OP  MUSKETRY.  343 

instruction.     These  exercises  are  lettered  as  "Exercise  A,"  "Exercise 
B,"  etc.    Exercises  down  to  and  including  "Exercise  P"  follow: 

EXERCISE  "A." 

INDIVIDUAL   FIBING. 

Situation: 

An  individual  (assumed  to  be  a  member  of  an  outpost)  is  informed  that 
a  small  party  of  the  enemy  is  in  observation  in  the  vicinity  of  a  certain 
point.  The  general  direction  of  this  point  is  shown  to  him.  He  is  then 
directed  to  advance  to  where  he  can  locate  the  targets,  to  select  a  suitable 
firing  point,  and  by  opening  a  well-directed  fire  to  render  their  position  un- 
tenable. 

Ammunition:  5  Rounds. 

The  time  of  the  preparation  will  be  taken  from  the  moment  the  targets 
are  discovered  until  the  first  shot  is  fired. 

Targets: 

Falling  targets — 2  standing  and   3  prone.    Range  340  yards. 

This  exercise  illustrates  the  use  of  concealment  while  advancing;  the 
finding  of  obscure  targets;  the  prompt  estimation  of  the  distance  thereto, 
and  the  distribution  of  fire  so  that  the  greatest  number  of  targets  may  be 
hit  with  a  limited  amount  of  ammunition. 

EXERCISE  "B." 

PATROL. 

Situation: 

A  small  patrol  under  a  non-commissioned  officer  is  sent  out  under  the 
following  orders: 

"A  small  party  of  hostile  infantry  has  been  reported  in  the  vicinity 

of  Locate  and  drive  them 

back." 

Action: 

The  patrol  will  advance  in  the  indicated  direction.  The  formation  will 
be  in  conformity  with  the  requirements  of  the  terrain. 

When  the  targets  representing  the  enemy  have  been  located  by  the 
patrol,  fire  will  be  opened  promptly  but  only  as  directed  by  the  patrol  corn*- 
mander. 

In  case  any  member  of  the  patrol  exposes  himself  so  that  he  would  be 
in  plain  sight  from  the  targets,  blank  cartridges  will  be  fired  from  the 
pit  to  indicate  that  the  patrol  is  under  fire. 

The  time  for  the  preparation  will  be  taken  from  the  moment  the  patrol 
locates  the  targets,  or  the  first  blank  cartridge  is  fired  from  the  pit  (which- 
ever occurs  first)  to  the  time  the  first  shot  is  fired. 

This  exercise  illustrates  the  location  of  obscure  objectives;  quick  estima- 
tion of  distances;  the  use  of  the  natural  features  of  the  terrain  for  con- 
cealment, and  the  exercise  of  fire  control  over  a  widely  dispersed  firing 
party. 

Upon  the  completion  of  the  action,  the  patrol  commander  will  send  a 
written  report  of  same  with  sketch  to  "The  Commanding  Officer,  Company 
or  Troop  ' ',"  from  whom  he  is  assumed  to  have  received  his  orders. 

Ammunition:  10  Rounds. 
Targets: 

An  irregular  group  consisting  of  1  standing,  and  2  prone  falling  targets 
and  3  prone  bobbing  targets.  (This  to  be  modified  so  that  the  total  number 
of  figures  will  equal  the  number  of  individuals  in  the  patrol). 


344  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

The  appearances  of  the  bobbing  targets  will  be  for  periods  of  ten  seconds 
each  with  an  interval  of  ten  seconds  between  appearances.  The  first  ap- 
pearance of  the  bobbing  targets  to  be  immediately  after  the  first  shot  is 
fired  at  the  falling  targets. 

Blank  cartridges  are  fired  from  the  pit  only  upon  notification  by 
phone  from  the  range  officer. 

Equipment: 

In  addition  to  the  authorized  equipment,  the  patrol  commander  is  sup- 
plied with  a  pad  of  the  regulation  field  message  blanks.  His  report  will 
be  submitted  on  these  forms. 

EXERCISE  "C." 

OUTGUAED. 

An  outguard  consisting  of  a  non-commissioned  officer  and  five  enlisted 
men  is  given  a  specified  sector  of  observation.  It  establishes  a  double  sentry 
post.  The  location  of  the  sentries  and  the  remainder  of  the  outguard 
will  be  in  conformity  with  the  requirements  of  the  terrain. 

Action: 

Upon  the  first  appearance  of  the  enemy  as  represented  by  the  targets 
the  sentries  will  endeavor  to  locate  them  and  will  notify  the  outguard 
commander  at  once  as  to  the  nature  of  the  targets,  etc. 

The  outguard  commander  then  makes  the  proper  disposition  of  the 
outguard  to  open  and  maintain  a  vigorous  fire  upon  the  enemy. 

This  is  a  collective  exercise  in  which  fire  discipline  and  fire  control 
are  illustrated.  No  shots  will  be  fired  except  by  direction  of  the  outguard 
commander,  who  must  exercise  care  that  his  commands  are  correctly  given 
and  in  a  tone  and  manner  that  shall  insure  obedience. 

Ammunition:  10  Rounds. 
Targets: 

Eight  kneeling  figures  on  beam  disappearing  apparatus. 

These  will  be  made  to  appear  for  periods  of  30  seconds  each  with 
an  interval  of  30  seconds  between  appearances.  Their  first  appearance  will 
be  indicated  by  the  firing  of  blank  cartridges  from  the  pit. 

Range   yards. 

EXERCISE    "D." 

OBSERVATION  OF  SHOT  STRIKE,  AND  ADJUSTMENT  OF  FIRE. 

One  platoon  to  fire  from  one  position,  range  unknown  (approximately 
1,100  yards). 

For  the  adjustment  of  fire,  the  target  to  be  a  white  flag  or  some  feature 
of  the  ground. 

An  instructor  to  command  the  firing  line  and  the  part  of  the  class  not 
firing  to  observe  the  shot  strike  and  note  the  sight  corrections  which  he 
deems  necessary  to  throw  the  center  of  the  shot  group  on  the  target.  The 
elevations  used  in  the  various  volleys  to  differ  by  about  500  yards,  some 
over,  some  short.  Before  firing  a  volley  the  instructor  will  announce 
the  elevation  and  windage  used,  and  after  each  volley  will  point  out  the 
peculiarities  of  the  shot  strike. 

To  further  instruct  in  adjusting,  the  sight  reading  will  be  given  to  the 
firing  section  secretly,  and  members  of  the  class  be  required  to  observe  the 
shot  strike  and  announce  sight  corrections. 

Ammunition:  10  Rounds. 

EXERCISE  "E." 

GRAZING    AND    INDIRECT    FIRE. 

One  platoon  to  fire  from  one  position,  range  unknown  (approximately 
1,300  yards). 


THE  SCHOOL  OF  MUSKETRY.  345 

Target  to  consist  of  several  lines  of  silhouettes  placed  behind  a  ridge. 
Two  flags  on  the  crest  mark  the  limits  of  the  point  of  aim,  and  fire  will 
be  directed  upon  this  crest  in  such  a  manner  that  the  mean  trajectory  will 
just  clear  the  crest. 

Knowing  the  range,  the  number  of  rounds  fired,  the  arrangement  of 
targets,  and  the  inclination  of  the  reverse  slope,  this  exercise  is  valuable 
in  illustrating  the  power  of  indirect  fire  and  the  slope  necessary  to  afford 
protection  for  supports  and  reserves. 

Ammunition:  20  Rounds. 

EXERCISE  "F." 

OFFICERS'    PATROL. 

Situation: 

A  strong  patrol  under  an  officer  is  sent  out  under  the  following  orders: 
"1 — Small  parties  of  the  enemy  are  reported  about  half  a  mile  from 
our  present  position,  and  in  the  direction  of  Monterey. 

"2 — You  will  find  him  and  by  attacking  determine  his  location  and  dis- 
positions." 

Action: 

The  patrol  will  advance  in  the  indicated  direction.  The  formation 
will  be  in  conformity  with  the  requirements  of  the  terrain. 

When  the  targets  representing  the  enemy  have  been  located  by  the 
patrol,  fire  will  be  opened  promptly,  but  only  as  directed  by  the  patrol  com- 
mander. 

In  case  any  member  of  the  patrol  exposes  himself  so  that  he  would 
be  in  plain  sight  from  the  targets,  blank  cartridges  will  be  fired  from  the 
pit  to  indicate  that  the  patrol  is  under  fire. 

The  time  for  the  preparation  will  be  taken  from  the  moment  the  patrol 
locates  the  targets,  or  the  first  blank  cartridge  is  fired  from  the  pit  (which- 
ever occurs  first)  to  the  time  the  first  shot  is  fired. 

This  exercise  illustrates  correct  methods  of  advance  over  difficult 
ground;  the  location  of  obscure  objectives;  quick  estimation  of  distances; 
the  use  of  the  natural  features  of  the  terrain  for  concealment,  and  the  ex- 
ercise of  fire  control  over  a  widely  dispersed  firing  party. 

Upon  the  completion  of  the  action  the  patrol  commander  will  send  a 
written  report  of  the  same  with  sketch  to  "The  Commanding  Officer,  Com- 
pany or  Troop  ' ',"  from  whom  he  is  assumed  to  have  received  his 

orders. 

Ammunition:  10  Rounds. 
Targets: 

Eight  kneeling  silhouettes  on  a  beam,  one  yard  edge  to  edge,  two  prone 
falling  targets,  one  standing  falling  target. 

The  beam  targets  will  appear  for  30  seconds  and  at  30  second  intervals. 

Blank  cartridges  are  fired  from  the  pit  only  upon  notification  by  phone 
from  the  range  officer. 

EXERCISE  "G." 

PLATOON  ON   THE   OFFENSIVE. 

Situation: 

A  platoon  of  16  men  under  command  of  an  officer  is  ordered  to  attack 
the  enemy  in  a  certain  position.  The  general  location  of  the  targets  is 
indicated  to  the  platoon  commander. 

Action: 

The  platoon  is  assigned  certain  lateral  limits  within  which  its  advance 
is  to  be  confined. 

At  the  first  firing  point  one  clip  will  be  fired  and  the  advance  will  be 
resumed  under  the  assumption  that  fire  superiority  has  been  gained. 


346  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

On  resuming  the  advance  the  conduct  of  the  platoon  will  be  regulated 
by  the  requirements  imposed  by  the  terrain  and  the  targets. 

Ammunition:  10  Rounds. 
Targets: 

The  distant  target  or  main  objective  will  consist  of  8  kneeling  figures 
at  an  interval  of  one  yard  from  edge  to  edge.  A  second  target  consisting 
of  8  prone  figures  (one  yard  edge  to  edge)  on  beam  disappearing  apparatus 
is  made  to  appear  when  the  advance  is  made  from  the  first  firing  point. 

The  main  objective  is  outside  and  the  second  target  inside  of  battle 
range. 

The  appearance  of  the  second  target  (thirty  seconds  up  and  thirty 
seconds  down)  is  controlled  from  the  firing  point. 

This  exercise  illustrates  the  advantage  of  using  the  battle  sight  in 
emergencies  when  the  range  will  permit. 


EXERCISE  "H." 

PLATOON   ON   THE   OFFENSIVE. 


Situation: 


A  platoon  of  16  men  under  command  of  an  officer  is  ordered  from  an 
assumed  position  in  support  to  a  position  on  a  company  firing  line.  The 
rest  of  the  firing  line  is  imaginary,  and  the  limits  within  which  the  platoon 
may  operate  are  designated  by  the  chief  umpire. 

Action: 

The  chief  umpire  will  represent  the  company  commander  by  giving 
instructions  as  to  the  time  to  advance  the  platoon,  and  the  distance  which 
it  will  advance  only.  In  other  respects  the  functions  of  command  lie 
wholly  with  the  platoon  commander.  During  the  advance  the  platoon 
will  attack  any  objectives  which  present  themselves. 

Ammunition:  15  Rounds. 
Targets: 

The  distant  target,  or  main  objective,  will  consist  of  8  kneeling  sil- 
houettes with  an  interval  of  one  yard  from  edge  to  edge.  Range  about  50 
yards  greater  than  in  exercise  "G."  The  second  target  will  consist  of  8 
kneeling  silhouettes  on  a  sled.  Range  about  300  to  350  yards. 

The  advance  is  so  arranged  that  about  10  rounds  per  man  will  be 
fired  at  the  main  objective  from  two  firing  positions.  The  moving  targets 
to  appear  during  the  advance  from  the  second  firing  position. 


EXERCISE  "I." 

PLATOON   ON   THE  DEFENSIVE. 


Situation: 


A  platoon  composed  of  sixteen  men  under  an  officer  is  assigned  a  por- 
tion of  a  defensive  position.  They  are  ordered  to  intrench  and  drive  back 
an  enemy  who  is  expected  to  advance  and  come  into  view  ten  minutes  after 
the  position  is  first  occupied. 

Action: 

One  end  of  his  trench  location  is  pointed  out  to  the  officer,  and  the 
direction  from  which  he  may  expect  an  attack.  He  then  lays  out  his 
trench  and  proceeds  to  construction  without  delay.  While  the  work  of 
construction  is  going  on  the  officer  will  make  use  of  his  range  finder  in 
getting  the  range  to  prominent  points  in  front. 

At  the  expiration  of  ten  minutes  he  will  be  prepared  to  immediately 
fire  upon  any  targets  that  come  into  view.  More  than  one  group  will 
appear  at  various  times  and  places. 


THE  SCHOOL  OP  MUSKETRY.  347 

This  exercise  illustrates  the  construction  of  "hasty  cover"  (see  para- 
graph 589,  Infantry  Drill  Regulations,  1911),  and  its  use  as  a  fire  trench; 
using  a  rest  for  the  musket;  fire  discipline;  fire  control,  and  a  maximum 
rapidity  of  effective  fire  under  the  most  favorable  conditions. 

Ammunition:  25  Rounds. 
Targets: 

No.  1.    8  kneeling  silhouettes  1  yard  apart.    Range  880  yards. 

No.  2.     8  kneeling  silhouettes  1  yard  apart.     Range  690  yards. 

No.  3.     8  kneeling  silhouettes  1  yard  apart.    Range  530  yards. 

No.  4.     8  prone  silhouettes  1  yard  apart.     Range  255  yards. 

The  targets  will  appear  in  succession  representing  an  advancing  enemy. 
Each  target  will  be  exposed  one  (1)  minute.  One  (1)  minute  will  elapse 
between  the  disappearance  of  one  group  and  the  appearance  of  the  next. 

The  number  of  rounds  actually  fired  at  each  group  will  be  ascertained 
between  appearances  of  the  targets. 

Equipment: 

In  addition  to  the  authorized  equipment  the  platoon  will  carry  9 
shovels,  3  picks  and  2  axes  of  the  field  intrenching  pattern. 


EXERCISE  "J." 

COMPANY    ON    THE    OFFENSIVE. 

Situation: 

A  company  consisting  of  3  or  4  platoons  commanded  by  officers  is  oper- 
ating as  the  first  line  of  a  battalion  attack.  The  rest  of  the  battalion  is 
imaginary,  except  that  the  chief  umpire  will  represent  the  battalion  com- 
mander so  far  as  reports,  etc.,  are  concerned. 

Action: 

The  company  is  formed  under  cover  and  advances  in  an  indicated 
direction.  The  company  commander  will  attack  such  objectives  as  present 
themselves  with  such  force  as  he  deems  necessary.  Particular  attention 
will  be  given  to  providing  covering  fire  when  one  portion  of  the  line  is 
exposed.  If  falling  targets  are  encountered  the  advance  will  not  be  re- 
sumed until  half  of  them  are  down.  The  company  commander  will  confine 
himself  to  the  proper  functions  of  his  position,  and  will  permit  and  require 
his  platoon  commanders  fully  to  command  their  platoons.  This  exercise 
is  not  intended  to  represent  the  development  of  an  attack.  Such  develop- 
ment is  assumed  to  have  been  made,  and  the  exercise  is  to  show  a  deter- 
mined attack  within  the  zone  of  effective  fire.  The  line  of  advance  is 
limited  to  a  given  front  and  such  limits  will  be  pointed  out  to  the  company 
commander. 

Ammunition:  30  Rounds. 
Targets: 

1.  16  stationary,  16  beam,  kneeling.     Range  760. 

2.  16  beam,    prone.     Range    480    to    400. 

3.  20  prone,  falling.     Range  400  to  300. 

4.  16  moving,  kneeling,  on  two  sleds,  tandem.    Range  350  to  300. 


EXERCISE  "K." 

FIKE    OF    POSITION. 


Situation: 


A  company  is  ordered  to  occupy  a  certain  position  and  fire  on  a  distant 
objective  which  is  indicated  to  the  company  commander. 


348  MILITARY  EDUCATION   IN  THE  UNITED  STATES. 

Action: 

This  exercise  is  in  the  nature  of  a  demonstration  and,  except  that  the 
true  ranges  are  unknown,  it  contains  no  elements  of  surprise  or  uncer- 
tainty such  as  are  common  in  most  field  firing  exercises. 

There  will  be  two  or  more  firing  points. 

At  each  firing  point  two  series  of  firings  will  be  made. 

In  the  first  series — of  ten  rounds — the  company  commander  will  at- 
tempt to  adjust  the  fire  by  means  of  one  or  two  ranging  volleys  and  will 
then  fire  the  balance  of  his  ten  rounds  "at  will." 

Another  officer  who  has  not  been  present  during  the  first  firing  will 
be  designated  to  command  the  company  during  the  second  series. 

In  the  second  series — likewise  ten  rounds — adjustment  of  fire  will  not 
be  attempted,  but  recourse  will  be  had  to  combined  sights,  two  or  more 
readings  of  the  back  sight  being  used,  depending  on  the  range. 

This  exercise  illustrates  the  direction  and  control  of  fire,  fire  discipline, 
range  finding,  observation  of  fire  and  adjustment  of  fire.  It  also  illustrates 
the  use  of  combined  sights  on  a  distant  objective  and  may  furnish  a  basis 
of  comparison  between  the  two  methods  used. 

Ammunition:  50  Rounds. 
Targets: 

The  target  will  consist  of  four  rows  of  kneeling  silhouettes  arranged  in 
column.  There  will  be  16  targets  in  each  row  with  an  interval  of  1  yard 
from  edge  to  edge.  There  will  be  a  distance  of  10  yards  between  rows. 

The  nature  of  the  soil  on  this  firing  ground  is  particularly  favorable 
for  detaining  "dust"  upon  impact,  and  is  therefore  most  favorable  for  the 
observation  and  adjustment  of  fire.  Unless  consideration  is  given  to  this 
fact,  this  exercise  may  convey  erroneous  impressions  as  to  the  ease  with 
which  fire  may  be  adjusted  on  a  distant  objective. 

Combined  sights  are  used  to  compensate  for  errors  in  the  determination 
of  the  range. 

Experiments  at  the  Musketry  School  show  these  errors  to  average  15% 
for  trained  estimators. 

Therefore,  to  insure  the  target  lying  within  the  beaten  zone,  said  zone 
must  be  increased  in  depth  to  at  least  twice  the  probable  error  in  estima- 
tion of  the  range. 

Approximate — Total  depth 

of  beaten  zone  in  yards  Average  error  in  the  esti- 

Range — Yards            for  average  shots.  mation  of  ranges  15%. 

500                                        800  75 

1000                                          400  150 

1500                                          300  225 

2000                                          250  300 

2500                                          200  375 

From  the  above  table  it  is  seen  that  but  one  sight  reading  is  called  for 
up  to  1,000  yards. 

At  1,500  yards  two  sight  readings  are  indicated,  differing  from  each 
other  by  150  yards. 

At  2,000  yards  three  sight  readings  are  indicated,  differing  from  each 
other  by  175  yards. 

At  2,500  yards  four  sight  readings  are  indicated,  differing  from  each 
other  by  183  yards. 

EXERCISE  "L." 

AN  INFANTRY  ATTACK   SUPPORTED   BY  MACHINE  GUNS. 

Situation: 

An  advance  guard  composed  of  two  companies  of  Infantry  and  one 
machine  gun  platoon  is  en  route  from  MONTEREY  to  CASTROVILLE  along 
the  line  of  the  SEASIDE-CASTROVILLE  county  road. 

The  advance  guard  is  instructed  to  attack  vigorously  if  the  enemy  is 
encountered. 


THE  SCHOOL  OP  MUSKETRY.  349 

The  eastern  boundary  of  the  right  of  way  of  the  Southern  Pacific  Rail- 
road is  assumed  to  be  an  impassable  obstacle. 

'Action: 

When  the  point  passes  a  position  about  a  mile  north  of  the  Eucalyptus 
Nursery  blank  cartridges  will  be  fired  to  indicate  that  the  advance  guard 
has  been  fired  upon  by  the  enemy. 

The  subsequent  action  of  the  advance  guard  will  be  in  conformity 
with  the  requirements  imposed  by  the  targets  and  the  terrain. 

Upon  the  completion  of  the  exercise  each  officer  having  command  will 
submit  a  report  in  writing  to  the  advance  guard  commander. 

Ammunition:  60  Rounds. 
Targets: 

Various  forms  of  targets  representing  the  enemy  in  a  defensive  posi- 
tion. 

This  exercise  illustrates  the  development  of  an  attack  according  to  the 
location  and  strength  of  the  enemy  as  represented  by  the  targets.  In  ad- 
dition to  the  principles  demonstrated  in  preceding  exercises,  it  also  shows 
the  necessity  of  conserving  ammunition,  the  exercise  of  the  functions  of 
command  in  the  various  grades,  the  preparation  of  battle  reports  by  sub- 
ordinate commanders  and  the  action  of  machine  guns  in  support  of  an  in-> 
fantry  attack. 

EXERCISE  "M." 

NIGHT   FIRING   WITH    THE   MUSKET. 

A  detachment  of  2  officers  and  12  enlisted  men  placed  on  suitable  ground 
are  shown  a  target  and  directed  to  find  the  range  and  fire  15  rounds  per 
man.  No  particular  tactical  principle  is  involved,  the  idea  being  to  develop 
and  illustrate  various  methods  of  making  the  musket  sights  visible,  enabling 
aimed  fire  to  be  delivered.  The  exercise  also  makes  evident  the  difficulties 
attending  the  attempt  to  obtain  results  when  firing  at  night  without  dis- 
closing our  own  position  by  showing  lights.  In  this  exercise  no  restriction 
is  placed  upon  the  use  of  lanterns,  etc. 

Targets: 

Five  prone  silhouettes  placed  one  yard  from  center  to  center.  In  front 
of  this  line  a  fire  is  made.  Range  400  to  600  yards. 

EXERCISE  "N." 

NIGHT    FIRING    WITH    MACHINE    GUNS. 

Situation: 

A  machine  gun  platoon  is  posted  as  part  of  an  outpost  which  is  estab- 
lished in  the  late  afternoon  and  which  it  is  purposed  to  maintain  until  the 
following  morning.  The  machine  gun  platoon  is  ordered  to  open  a  vigorous 
fire  on  such  parties  of  the  enemy  as  may  attempt  to  approach  the  outpost 
through  a  designated  defile. 

Lacking  a  natural  defile,  an  artificial  one  may  be  represented  by  placing 
flags  to  indicate  its  boundaries. 

Action: 

The  guns  being  in  place,  fire  is  adjusted  (in  daylight)  on  the  defile 
by  means  of  ranging  shots. 

Without  changing  the  direction  of  the  axis  of  the  bore,  the  line  of  sight 
is  now  brought  to  bear  upon  an  aiming  point  which  is  established  in  front 
of  the  piece  and  to  one  side  of  the  line  of  fire.  The  sight  reading  is  then 
noted. 


350  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

Should  the  piece  now  be  disturbed,  fire  may  be  readily  adjusted  again 
upon  the  defile  even  at  night  by  setting  the  sight  at  the  reading  noted 
and  bringing  the  line  of  sight  to  bear  upon  the  aiming  point. 

After  the  adjustment  of  fire  has  been  completed  the  targets  will  be 
placed  in  the  defile. 

After  nightfall  it  is  assumed  that  information  is  received  that  the  enemy 
is  approaching  through  the  defile. 

The  guns  then  open  fire,  using  the  aiming  point  as  above  described. 

This  exercise  illustrates  an  adaptation  of  the  powers  of  the  machine 
gun  to  defensive  night  work. 

Ammunition:  250  Rounds  per  Gun. 
Targets: 

A  number  of  silhouettes  arranged  to  represent  a  column  of  fours  pass- 
ing through  the  defile. 

EXERCISE  "O." 

OFFICERS'  INDIVIDUAL. 
(BEVOLVEB.) 

1.  You  are  the  captain  of  a  company  of  infantry  proceeding  along  a 
trail  in  pursuit  of  a  semi-civilized  enemy. 

2.  Word  having  been  sent  back  to  you  that  suspicious  signs  of  the 
enemy  are  found,  you  hasten  forward  to  the  point  and  are  in  advance  of  the 
company  at  the  beginning  of  the  exercise. 

3.  Arms:     1  Colt  Revolver,  Cal.   38. 

Ammunition:    20  Rounds. 

EXERCISE  "O"  2. 

OFFICERS'  INDIVIDUAL. 
(PISTOL.) 

1.  You  are  the  captain  of  a  company  of  infantry  proceeding  along  a 
trail  in  pursuit  of  a  semi-civilized  enemy. 

2.  Word  having  been  sent  back  to  you  that  suspicious  signs  of  the 
enemy  are  found,  you  hasten  forward  to  the  point  and  are  in  advance  of 
the  company  at  the  beginning  of  the  exercise. 

3.  Arms:     Colt  Automatic  Pistol,  Cal.  45. 

Ammunition:  15  Rounds. 

EXERCISE  "P." 

LOCATING    ENTRENCHMENTS. 

Situation: 

A  company  of  infantry  forming  a  part  of  a  line  of  battle  on  the  of- 
fensive, is  under  strong  fire  from  an  enemy  located  upon  a  distant  ridge. 

No  enemy  is  seen  and  his  trenches  are  difficult  to  locate  owing  to  the 
dense  growth  of  vegetation. 

The  direction  of  the  enemy  is  known  by  the  bullet  marks  upon  the 
ground  in  front  of  the  offensive  lines,  and  by  the  sound  of  firing. 

Action: 

The  Company  Commander  will  locate  the  enemy,  determine  the  range, 
direct  his  company's  fire  upon  the  enemy,  and  assist  the  general  line  of 
battle  in  obtaining  the  fire  superiority. 

Ammunition:  30  Rounds. 

This  exercise  illustrates: 

(1)     The  difficulty  of  fire  direction  when  no  defined  aiming  points 
are  discernable. 


THE  SCHOOL  OP  MUSKETRY.  351 

(2)  Use  of  auxiliary  aiming  points. 

(3)  Sweeping  of  areas  with  infantry  fire. 

Targets: 

30  "P"  targets  placed  one  per  yard  of  trench,  and  each  presenting  an 
area  equal  to  that  of  a  man  with  a  campaign  hat  firing  from  a  standing 
trench. 


The  composition  of  an  effective  army  is  largely  infantry.  The 
effectiveness  of  the  infantry  fire  has  been  the  deciding  factor  in 
winning  or  losing  most  battles.  The  delivery  of  infantry  fire  is  not  ac- 
cidental. It  might  be  better  to  say  that  the  delivery  of  infantry  fire 
should  not  be  accidental.  Everything  that  enters  into  it  from  the  "man 
behind  the  gun"  to  the  directing  head  should  act  in  accordance  with 
known  scientific  principles.  These  principles  are  not  determined  by 
office  calculations.  They  may  be  learned  best  on  the  field  of  action, 
but  in  the  absence  of  this  most  trying  of  schools,  they  can  be  deter- 
mined with  a  fair  degree  of  accuracy  by  simulating  the  actual  battle 
conditions  as  near  as  may  be  in  times  of  peace. 

This  is  the  principal  function  of  the  School  of  Musketry.  The 
methods  employed  are  largely  the  problem  method,  such  as  above 
given.  There  are  numerous  details  of  instruction  to  be  given  which 
are  not  a  part  of  the  problem  itself,  but  a  thorough  knowledge  of  which 
is  necessary  to  a  satisfactory  solution  of  them.  These  details  are 
worked  out  progressively  in  accordance  wi|th  a  fixed  curriculum. 
While  rather  lengthy  yet  it  is  thought  to  be  sufficiently  important  to 
include  a  program  of  the  exercises,  week  by  week,  for  a  period  of  sev- 
eral months.  The  arrangement  of  the  subjects  and  the  general  routine 
may  be  changed  from  time  to  time  for  subsequent  sessions,  but  the 
essentials  involved  remain : 


352 


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CHAPTER  XVII. 

SCHOOL  OF  FIRE  FOR  FIELD  ARTILLERY. 
(Ft.  Sill,  Okla.). 

"War  is  an  occurrence  to  which  all  nations  are  subject,  democratic  na- 
tions as  well  as  all  others.  Whatever  taste  they  may  have  for  peace,  they 
must  hold  themselves  in  readiness  to  repel  aggression." — De  Tocqueville. 

HISTORICAL  SKETCH. 

Schemes  for  a  School  of  Fire  for  Field  Artillery  had  been  talked 
of  by  Army  authorities  for  some  time  prior  to  the  Spanish- American 
War  but  difficulties  of  various  kinds  arose  preventing  the  carrying 
out  of  these  plans.  However,  in  the  fall  of  1908,  Captain  Dan.  T. 
Moore,  of  the  Field  Artillery,  U.  S.  A.,  was  sent  by  the  War  Depart- 
ment to  the  German  School  of  Fire  at  Juterbog  and  spent  two  years 
there.  Captain  Moore  also  visited  similar  schools  in  England  and 
all  of  the  other  prominent  continental  powers.  On  his  return  in 
the  fall  of  1910,  he  was  appointed  a  member  of  a  board  for  the 
formulating  of  detailed  plans  for  a  School  of  Fire  for  Field  Artil- 
lery. Due  to  exigencies  of  the  service  the  members  of  the  board 
were  constantly  changing,  so  that,  under  the  peculiar  circumstances, 
and  the  fact  of  his  previous  study,  Captain  Moore  was  in  reality  the 
author  of  the  plans  of  the  School  and  is  its  real  founder.  He  was 
appointed  commandant  in  July,  1911,  and  has  continued  in  that  posi- 
tion since.  First  Lieutenant  Ralph  McT.  Pennell,  Fifth  Field  Artil- 
lery, U.  S.  A.,  is  secretary  of  this  newly  organized  institution. 

The  School  of  Fire  for  Field  Artillery  is  located  at  Fort  Sill, 
Oklahoma,  a  few  miles  from  the  town  of  Lawton.  (See  Chapter 
XVI.) 

The  object  of  this  school  is  to  give  practical  instruction  in  Field 
Artillery  fire,  with  such  theoretical  instruction  as  may  be  necessary 
to  the  needs  of  the  school  which  is  given  concurrently  with  the 
practical  instruction. 

The  regulations  prescribing  the  organization  of  the  school,  and 
the  rules  governing  it,  emanate  from  the  War  Department  at  Wash- 
ington. 

The  personnel  of  the  school  consists  of  the  commandant,  the 
school  staff,  the  school  detachment,  the  instruction  batteries,  and 


PRACTICAL,   INSTRUCTION    AT   THE    SCHOOL   OP   FIRE   FOR   FIELD 
ARTILLERY,    FT.    SILL,    OKLAHOMA. 


SCHOOL    OP    FIRE    FOR    FIELD    ARTILLERY.  363 

officers  and  men  detailed  for  the  course  of  instruction.     The  school 
staff  consists  of  all  officers  not  students  on  duty  with  the  school. 

The  commandant  is  selected  and  detailed  by  the  Secretary  of 
War.  In  case  of  the  absence  or  disability  of  the  commandant  the 
senior  officer  of  the  school  acts  as  commandant. 

THE  COMMANDANT. 

(;a)  The  administration  of  the  school  is  intrusted  to  the  com- 
mandant. The  appropriations  for  its  support  and  for  the  purchase  of 
school  property  is  disbursed  only  on  vouchers  approved  by  him. 

(b)  He  makes   application   for  the   detail   of   officers   for  the 
staff  of  the  school  and  assigns  them  as  secretary,  senior  instructors, 
and  instructors  in  the  school,  as  may  be  necessary. 

(c)  He  submits  not  later  than  August  31  of  each  year  a  re- 
port  regarding  the  progress   and  needs   of   the  school,   and  before 
August  1  of  each  year  a  detailed  program  of  instruction  covering 
the  course  to  be  given  during  the  year.       When  approved  by  the 
Chief  of   Staff  this  program  is  sent  to  the  post  commander,   Fort 
Sill,   Oklahoma,   with   authority   to   publish   it    for   the   information 
and  guidance  of  the  officers  on  duty  at  the  school. 

(d)  He  supervises  the  training  of  the  instruction  batteries  and 
the  methods  of  instruction  in  the  school  courses.     Upon  the  relief 
of  any  officer  from  duty  with  the  school,  he  forwards  to  The  Ad- 
jutant General  of  the  Army,  through  the  commanding  officer,  Fort 
Sill,  Oklahoma,  a  detailed  report  as  to  the  character  of  the  work 
done  by  the  officer. 

THE   SECRETARY. 

The  secretary  is  the  custodian  of  the  books  and  property  and 
disburses  the  funds  of  the  school.  He  conducts  the  correspondence 
of  the  school,  and  issues  the  orders  and  instructions  of  the  comman- 
dant. 

SENIOR   INSTRUCTOR. 

The  senior  instructor,  under  the  supervision  of  the  commandant, 
has  charge  of  the  instruction  work  and  of  the  training  of  the  in- 
struction batteries.  He  has  charge  of  the  preparation  of  the  firing 
records,  and  of  the  collection  and  tabulation  of  all  statistical  data 
obtained  at  target  practice. 


364  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

INSTRUCTORS. 

The  instructors  have  charge  of  the  instruction  work.  When 
practicable,  instructors  are  senior  in  rank  to  student  officers,  but 
whether  senior  or  junior,  instructors  in  the  execution  of  their  duties 
must  be  accorded  the  respect  due  to  their  position. 

All  courses  of  instruction  at  the  school  comprise  practical  exer- 
cises, problems,  research  work,  conferences,  and  lectures.  Each  fir- 
ing practical  exercise,  or  problem  is  followed  by  a  field  critique,  and 
a  detailed  critique  is  held  after  each  firing,  as  soon  as  the  target 
reports  can  be  prepared. 

The  following  courses  are  prescribed: 

COURSE  A. 

For  captains  and  lieutenants  of  field  artillery  and  such  officers 
of  the  infantry  and  cavalry  as  may  be  ordered  to  attend  by  the 
War  Department. 

COURSE  B. 
For  field  officers  of  field  artillery. 

COURSE  c. 
For  noncommissioned  officers  of  field  artillery. 

COURSE  D. 

For  officers  of  the  field  artillery  organizations  of  the  organized 
militia,  under  regulations  prescribed  by  the  Secretary  of  War. 
Course  A: 

Target  practice  and  the  tactical  use  of  field  artillery,  as  far  as 
the  occupation  of  position  is  concerned. 

Study  of  the  organization  of  the  personnel,  materiel,  and  am- 
munition supply  of  foreign  services  in  comparison  with  our  own. 

Reconnaissance  and  panoramic  sketching. 

Ammunition  supply  service. 

Practical  ballistics. 
Course  B: 

Duties  of  artillery  commanders. 

Target  practice. 

Reconnaissance  and  occupation  of  positions,  in  accordance  with 
concrete  tactical  problems. 


•f?l3if$*V1&  w 


PRACTICAL   INSTRUCTION   AT    THE   SCHOOL   OF   FIRE   FOR   FIELD 
ARTILLERY,    FT.    SILL,    OKLAHOMA. 


SCHOOL    OF    FIRE    FOR    FIELD    ARTILLERY.  365 

Fire  direction  for  the  organization  of  which  their  rank  gives 
them  command. 

Ammunition  supply  service. 
Course  C: 

Setting  up  and  operation  of  targets. 

Observation  of  fire. 

Sketching  and  scouting. 

Range  finding,  use  of  instruments,  and  such  other  instruction  as 
the  commandant  may  find  necessary  in  individual  cases. 
Course  D: 

Such  parts  of  Courses  A  and  B  as  may  be  prescribed  by  the 
commandant  of  the  school. 

Officers  and  enlisted  men  who  have  completed  any  course  satis- 
factorily are  furnished  with  a  certificate  to  that  effect,  signed  by  the 
commandant  of  the  School  of  Fire,  and  duly  recorded  by  the  secre- 
tary. 

The  School  of  Fire  for  Field  Artillery  is  governed  by  the  rules 
of  discipline  prescribed  by  Army  Regulations  and  by  its  own  special 
regulations.  It  is  exempted  from  the  control  of  department  and 
division  commanders  in  all  that  pertains  to  the  courses  of  instruction, 
or  its  separate  organization  and  administration  as  a  school,  except 
that  correspondence  with  officers  on  duty  with  the  school  is  con- 
ducted through  the  commanding  officer  of  Fort  Sill. 


CHAPTER  XVIII. 

THE  SIGNAL  CORPS  AVIATION  SCHOOL. 
(San  Diego,  California). 

"There  are  admittedly  advantages  in  a  policy  of  postponing  the  de- 
velopment of  aeroplanes  for  naval  and  military  purposes,  and  of  leaving 
the  pioneer  work  to  private  enterprise  and  to  foreign  nations,  but  it  is 
clear  that  aeroplanes  have  now  to  a  great  extent  passed  out  of  the  experi- 
mental stage  as  regards  their  employment  in  warfare,  and  an  active  and 
progressive  policy  has  therefore  become  imperatively  urgent." 

HISTORICAL  SKETCH. 

On  December  13,  1913,  the  Aviation  School  of  San  Diego,  Cali- 
fornia, for  theoretical  and  practical  instruction  in  aviation  was  desig- 
nated in  orders  from  the  War  Department  as  the  Signal  Corps  Avia- 
tion School. 

This  School  is  the  newest  of  all  Army  schools,  and  owing  to  this 
fact  the  authorities  have  deemed  it  inexpedient  to  draw  up  as  yet  a 
definite  set  of  rules  and  regulations  for  its  government  as  has  been 
done,  for  example,  at  the  School  of  the  Line,  the  Army  Staff  College, 
etc. 

The  course  of  instruction  is  both  practical  and  theoretical.  The 
practical  course  takes  the  beginner  and  carries  him,  under  competent 
instructors,  until  he  becomes  a  finished  cross  country  flyer.  The 
theoretical  course  takes  up  the  subjects  of  aero-mechanics,  aeroplane 
design  as  applied  to  aeronautics ;  theory  of  propellers ;  theory,  operation, 
maintenance  and  repair  of  internal  combustion  motors ;  aero-topography 
and  reconniassance  and  radio-telegraphy. 

The  theoretical  courses  are  given  by  lectures.  Among  the  noted 
scientists  who  are  engaged  for  this  purpose  are  Dr.  A.  F.  Zahm,  Sec- 
retary of  the  Advisory  Committee  of  the  Langley  Aerodynamical  Lab- 
oratory, whose  lectures  embrace  aero-mechanics  and  aeroplane  design ; 
Doctor  W.  J.  Humphreys,  Professor  of  Meteorology,  of  the  Weather 
Bureau,  on  the  mechanics  and  laws  of  the  atmosphere ;  Professor  W.  F. 
Durand,  of  Leland  Stanford  Junior  University,  on  the  theory  of  pro- 
pellers, and  Mr.  R.  M.  Strong,  and  Dr.  F.  R.  Hutton,  professor  emeritus 
of  mechanical  engineering  at  Columbia  University,  on  internal  com- 
bustion motors. 

The  entire  curriculum  at  this  time  (April,  1914)  is  in  an  experi- 
mental stage  but  the  plans  of  the  Signal  Corps  contemplate  the  crys- 


SIGNAL  CORPS  AVIATION  SCHOOL.  367 

tallizing  of  the  entire  theoretical  course  into  a  much  more  definite  pro- 
gram. 

The  Signal  Corps  authorities  have  had  in  view  the  employment 
of  the  best  men  obtainable  for  inaugurating  of  the  courses.  As  this 
class  of  work  is  new  to  the  Army  it  can  readily  be  understood  that  there 
are  few  officers  in  the  service  who  have  had  sufficient  experience  to 
lecture  on  the  subjects  named  or  to  outline  a  suitable  course  of  instruc- 
tion. A  number  of  officers  have  become  competent  practical  operators 
of  heavier-than-air  machines,  but  few,  if  any,  of  them  have  had  the 
time  or  opportunity  to  give  the  subject  of  aeronautics  the  deep,  scientific 
investigation  necessary  to  place  behind  a  school  of  this  character  upon 
initiating  its  courses.  As  far  as  practical  instruction  in  flying  is  con- 
cerned, the  instructors  are  experienced  Army  aviators,  at  the  present 
time  assisted  by  Mr.  Oscar  A.  Brindley,  a  civilian  of  wide  experience. 
The  authorities  of  the  School  have  arranged  for  a  course  of  lectures 
by  Mr.  Orville  Wright,  who  will  also  give  a  series  of  practical  dem- 
onstrations in  the  art  of  flying. 

The  Chief  Signal  Officer  of  the  Army,  in  a  letter  to  the  Chief  of 
Staff,  dated  Washington,  May  7,  1913,  in  part  says: 

"It  is  a  practice  to  begin  the  training  of  officers  in  aviation  at  civilian 
schools,  most  of  which  are  conducted  in  connection  with  the  manufacture 
of  aeroplanes  at  various  points.  At  these  schools  experienced  civilian 
aviators  take  pupils,  both  military  and  civilian,  and  carry  them  through 
the  elementary  training  to  a  point  where  they  can  make  flights  alone. 
When  this  training  has  been  completed  the  military  pupils  are  assigned 
to  aeronautical  stations  where  they  can  work  up  to  qualification  as  mili- 
tary aviators.  This  has  been  largely  the  practice  in  our  own  Army  and 
Navy.  The  civilian  schools  utilized  are  those  conducted  by  the  Wright 
Co.,  at  Dayton,  Ohio;  the  Curtis  Co.,  at  San  Diego,  Cal.,  and  Hammonds- 
port,  N.  Y.,  and  the  Burgess  Co.,  at  Marblehead,  Mass.  Young  officers 
detailed  recently  have  been  sent  direct  to  the  Signal  Corps  aeronautical  sta- 
tions at  San  Diego,  Cal.,  and  Texas  City,  Tex.,  but  this  procedure  was 
adopted  on  account  of  the  shortage  of  mileage  funds  and  not  on  account 
of  desirability  of  a  change  in  the  method. 

"Due  to  exigencies  of  the  service  and  the  lack  of  a  permanent  location, 
the  instruction  of  our  aeronautical  stations  has  not  been  as  effective  as 
it  is  desired  to  make  it.  In  the  letter  of  April  11,  the  necessity  of  estab- 
lishing a  central  flying  school  at  some  suitable  station  for  our  aeronautical 
service  was  urged.  The  establishment  of  such  a  school  will  unify  and  co- 
ordinate the  instruction  heretofore  conducted  at  different  parts  of  the 
country  under  various  instructors,  and  make  possible  a  consistent  course, 
where  the  best  instructors  can  be  concentrated,  and  where  a  definite  policy 
may  be  maintained.  The  location  for  such  a  station  should  be  selected 
with  extreme  care,  with  climatic  conditions  favorable  to  beginners,  and 
where  instruction  will  not  be  interrupted  during  winter  months." 

Officers  of  the  Army  qualifying  as  military  aviators  under  the 
rules  approved  by  the  Secretary  of  War  receive  a  military  aviator's  cer- 
tificate, also  a  military  aviator's  badge.  The  badge  becomes  the  prop- 
erty of  the  person  to  whom  issued. 


368  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

Whenever  an  officer  qualifies  as  a  military  aviator,  the  fact  of 
qualification  is  announced  in  general  orders  of  the  War  Department. 

In  a  letter  to  the  author  dated  February  26,  1914,  Lieutenant- 
Colonel  Samuel  Reber,  Signal  Corps,  U.  S.  Army,  Acting  Chief  Signal 
Officer,  states : 

"****!  feel  that  our  little  School  at  San  Diego  is  as  good  an 
institution  of  its  kind  as  any  in  the  world." 

This  officer  contributed  a  most  interesting  article  to  a  recent  num- 
ber of  Popular  Mechanics  in  which  he  states : 

"The  result  of  the  last  contest  for  the  Gordon-Bennett  aviation  trophy, 
at  Clearing,  111.,  September  9,  was  undoubtedly  a  great  surprise  to  all 
Americans  who  have  not  followed  closely  the  development  of  aviation 
in  this  country.  Up  to  the  close  of  the  starting  time  on  that  day  the 
public  at  large  had  somehow  a  confident  feeling  that  the  American  sport- 
ing spirit  had  provided  the  means  and  that  American  engineering  skill 
had  produced  a  defender  with  which  an  American  pilot  could  keep  the 
cup  safely  anchored  in  our  country.  Prance,  the  only  challenging  nation 
that  sent  her  machines  and  pilots  to  wrest  from  us  the  world's  most 
coveted  trophy,  won  so  easily  and  proved  her  supremacy  in  the  air  in 
such  a  decided  manner  as  to  incline  one  to  take  liberties  with  Bret 
Hart's  well-known  lines  and  ask,  with  some  reason,  Is  American  avia- 
tion a  failure,  And  has  the  airman's  race  played  out? 

"The  results  of  this  race  mark  the  advance  in  aviation  from  year 
to  year;  and  the  machine  and  motor  winning  the  trophy  are  universally 
accepted  as  representing  the  highest  development  in  the  art  from  a  mechani- 
cal and  engineering  point  of  view,  and  the  successful  pilot  is  hailed  as  king 
of  the  air  for  the  year.  When  the  winning  machine,  motor,  and  pilot  are 
all  of  the  same  nationality  the  supremacy  of  the  air  is  yielded  without 
hesitation  or  dissent  to  the  country  producing  the  winning  trinity.  In 
this  yearly  blue-ribbon  event  in  aviation,  which  since  its  initiation  in 
1909  has  been  over  a  closed  circuit,  the  distance  has  increased  from  12.4 
to  124.2  miles  and  the  average  speed  of  the  winning  machine  from  46.9 
to  105.1  miles  per  hour.  An  American  pilot,  Glenn  H.  Curtiss,  with  a  biplane 
and  engine  of  his  own  design,  won  the  first  race  at  Rheims,  in  France. 
The  second  race  was  won  by  an  English  pilot,  Claude  Grahame  White, 
with  a  Bleriot  monoplane  and  Gnome  engine,  at  Belmont  Park,  in  this 
country.  America  is  credited  with  the  third  victory  at  Eastchurch  be- 
cause the  parents  of  the  winning  pilot,  Weymann,  who  drove  a  Nieuport 
monoplane  equipped  with  a  Gnome  engine,  were  American  citizens — a 
rather  barren  victory  for  America  from  an  aviation  standpoint.  The  last 
race  was  won  by  a  French  pilot,  Vedrines,  in  a  Deperdussin  monoplane 
equipped  with  a  Gnome  engine.  France,  who  for  the  two  preceding  years 
had  supplied  the  winning  machine  and  motor,  finally  succeeded  in  com- 
pleting the  winning  trinity  at  Clearing,  111.,  where  the  best  that  America 
could  do  was,  within  the  last  three  minutes  before  the  close  of  the  starting 
time,  to  send  up  an  old-type  Wright  machine  with  an  old-type  Wright 
engine,  which  flew  for  less  than  15  minutes  and  seemed  like  an  old  mother 
bird  hovering  over  her  progeny  glorying  in  their  achievement.  The  per- 
formance of  the  French  trinity,  the  pilot,  the  plane,  and  the  engine,  was 
truly  remarkable,  as  may  be  seen  from  the  diagram  showing  the  time 
of  each  lap,  4.14  miles  in  length,  Vedrines  average  speed  being  105.1 
miles  per  hour.  The  speed  at  which  he  made  his  fastest  lap  was  106.3 
miles  per  hour  and  that  at  which  he  made  his  slowest  was  103.2  miles 
per  hour.  The  wonderful  skill  of  the  pilot  as  evidenced  by  the  fact  that 
the  maximum  percentage  variation  in  speed  made  in  any  lap  from  his 
average  speed  was  1.8  per  cent,  or,  in  other  words,  a  speed  regulation 
obtained  only  in  the  highest  types  of  automatic  machinery,  truly  remark- 
able indeed,  when  one  considers  the  physical  strain  of  driving  for  over 
70  minutes  a  machine  traveling  at  an  average  rate  of  105  miles  per  hour. 


SIGNAL  CORPS  AVIATION  SCHOOL.  369 

"America,  which  gave  birth  to  the  art  of  aviation  and  which  led 
the  world  during  the  period  of  its  early  development,  has  been  distanced 
by  the  great  nations  of  Europe,  and,  with  the  exception  of  the  hydro- 
aeroplane, has  contributed  practically  nothing  to  the  advancement  of  the 
science  of  the  art  in  the  past  three  years.  When  our  aeroplanes  are  com- 
pared with  those  of  the  French,  for  example,  the  advantage  is  immeasur- 
ably on  their  side  so  far  as  the  correct  applications  of  engineering  principles, 
design,  ruggedness,  and  strength  of  landing  gear,  control,  exquisite  per- 
fection of  details  and  finish  are  concerned.  Their  motors  have  a  much  bet- 
ter performance  record  than  any  made  in  America. 

"At  the  close  of  the  year  1908  Wilbur  Wright  held  all  the  important 
world's  records  in  aviation,  none  of  which  has  been  subsequently  held  by 
an  American  pilot  or  machine  at  the  close  of  any  succeeding  year.  Through 
the  genius  of  the  Wrights,  America  led  the  world  at  the  beginning  of 
1909,  but  has  retrograded  since  that  time  until  it  is  now  far  behind  Prance, 
Germany,  England,  and  Italy,  not  only  in  the  number  of  pilots,  types  of 
aeroplanes  and  engines,  but  also  in  engineering  skill  and  construction. 
The  year  1909  was  memorable  for  the  great  improvement  in  the  skill  of 
their  flights;  the  beginning  of  cross-country  flying  and  the  first  crossing 
of  the  English  Channel,  a  feat  that  today  attracts  no  particular  attention; 
1910  is  notable  for  the  exploitation  of  aviation  from  a  promoting  and 
sporting  point  of  view  as  evidenced  by  the  large  number  of  aviation  meets 
held  throughout  the  world.  The  year  1911  saw  the  appearance  of  a  practi- 
cal hydroaeroplane;  the  development  of  cross-country  flying  in  the  long- 
distance circuits  of  Europe,  and  the  addition  of  the  aeroplane  to  the  war 
material  and  the  military  airmen  to  the  personnel  of  the  armies  of  the 
great  military  powers.  This  year  has  been  marked  by  the  great  ad- 
vances made  abroad  in  engineering  and  construction  and  by  the  success- 
ful employment  of  the  aeroplane  in  actual  war. 

"A  wave  of  enthusiasm,  caused  by  the  reports  of  the  performances  of 
the  pioneer  pilots,  spread  over  the  country  in  1910  and  led  our  people 
to  throng  to  the  meets  and  exhibitions  in  various  parts  of  the  land.  The 
first  meet,  held  at  Los  Angeles,  in  January,  was  a  success,  both  from  a 
sporting  and  financial  point  of  view,  and  it  seemed  after  this  meet  that 
the  new  art  would  find  its  principal  support  as  a  sport.  Subsequent  meets, 
while  highly  satisfactory  from  the  point  of  view  of  the  performance  of  the 
machines  and  pilots,  were  not  successful  financially.  The  most  important 
meets  held  in  this  country,  one  at  Belmont  Park  in  1910  and  two  in  Chicago, 
one  in  1911  and  the  other  last  September,  were  organized  for  the  purpose 
of  advancing  public  interest  in  aviation  in  this  country.  The  support  that 
the  organizers  received  from  the  public  at  large  will  not,  I  am  afraid,  in- 
duce public-spirited  citizens  to  venture  again  in  this  field.  The  exhibition 
field  has  likewise  proved  as  barren.  Most  of  the  exhibition  companies  that 
have  toured  the  country  have  been  forced  out  of  existence  from  want  of 
financial  success;  those  in  existence  have  difficulty  in  making  their  ex- 
penses, while  the  competitions  of  individual  airmen  for  contracts  for  ap- 
pearance at  country  fairs  has  rendered  the  making  of  a  mere  living  ex- 
tremely difficult  for  the  fraternity.  The  public  is  no  longer  satisfied  with 
safe  and  sane  flying,  but  demands  spiral  glides,  dips  of  death,  etc.,  which 
have  in  the  past,  and  will  in  the  future,  greatly  increase  the  number  of 
unnecessary  fatalities.  A  serious  effort  was  made  this  spring  to  organize 
an  1,800-mile  circuit  in  the  middle  west  for  the  purpose  of  developing 
cross-country  flying,  a  most  important  branch  of  aviation  of  which  nearly 
all  our  pilots  have  no  knowledge  and  in  only  one  of  the  ten  large  cities, 
Chicago,  was  the  necessary  support  secured.  In  fact,  it  seems  that  the 
American  public  is  not  sufficiently  interested  in  aviation  to  give  it  the 
financial  support  necessary  to  establish  it  as  a  recognized  sport. 

"In  1907,  the  Signal  Corps  of  the  Army,  realizing  the  value  of  avi- 
ation as  an  adjunct  to  the  military  art  issued  specifications  covering  the 
construction  of  aeroplanes  for  military  purposes  and  received  over  20 
tenders  for  machines.  But  one  firm  of  constructors,  the  Wrights,  de- 
livered a  machine  in  1908,  which  during  the  acceptance  trials  fell,  killing 
Lieut.  Selfridge  and  badly  injuring  Orville  Wright.  As  a  result  of  this 
accident,  the  trials  were  postponed  until  the  following  summer  when 
the  machine,  having  successfully  passed  the  required  test,  was  accepted 
and  two  pilots  were  trained  by  the  Wrights.  Since  that  time  progress  in 
military  aviation  could  not  be  made  as  Congress  did  not  appropriate  funds 
24 


370 


MILITARY  EDUCATION  IN  THE  UNITED  STATES. 


for  this  purpose  until  1911,  when  the  sum  of  $125,000  was  made  available. 
This  year  Congress  has  authorized  an  expenditure  of  $100,000.  In  1911,  a 
school  for  the  training  of  military  airmen  was  established  at  College  Park, 
Md.,  where  there  are  at  present  nine  officers  on  duty  and  four  machines 
available.  Before  an  officer  is  rated  as  a  military  airman  he  is  required 
to  pass  certain  tests  to  demonstrate  his  skill.  Five  officers  only  have 
passed  the  required  test  and  two  of  these  are  no  longer  on  aviation  duty. 
During  the  August  maneuvers  in  Connecticut,  there  were  but  three  aero- 
planes available  for  reconnaissance  work,  none  of  which  could  carry  an 
observer  in  addition  to  the  pilot  (an  essential  requisite  for  efficient  re- 
sults), and  two  of  them  could  not  be  used  when  most  needed  on  account 
of  engine  trouble  due  to  defective  design.  Fortunately,  the  skill  of  the 
pilots  offset  the  defects  of  the  machines  and  their  reconnaissance  work 
proved  the  great  value  of  the  aeroplanes  as  an  essential  part  of  the  equip- 
ment of  an  army.  Congress  has  not  appreciated  the  importance  of  or 
given  adequate  support  to  military  aviation.  On  the  other  hand,  the 
great  nations  of  Europe  have  realized  its  importance,  and  France  has 
led  the  world  in  its  utilization.  Aviation  has  appealed  more  strongly 
to  the  imagination  and  esprit  of  the  French  people  than  to  the  rest  of 
the  world.  This  nation,  seeing  an  opportunity  of  increasing  its  military 
strength  over  that  of  its  neighbors,  who  have  not  been  so  prompt  to  ap- 
preciate the  utility  of  aviation,  raised  large  sums  of  money  by  popular 
subscription  for  the  purchase  of  aviation  material  for  the  army,  and 
public  opinion  has  forced  the  Government  to  support  and  develop  the  fourth 
arm  of  the  French  Army.  The  French  and  English  Governments  have  for 
the  past  two  years  given  direct  support  and  encouragement  to  manufacturers 
by  money  awards  at  military  trials,  and  subsequent  orders  for  the  machines 
winning  in  the  trials.  The  importance  that  the  nations  of  Europe  have  at- 
tached to  military  aviation  may  be  judged  from  the  following  table: 


Country. 

Aeroplanes. 

Pilots. 

Appropria- 
tions. 

Army 

Navy 

Total 

Army 

Navy 

Total 

France 

259 
99 
46 
23 
22 
10 
4 
1 

1 

1 
2 
6 
4 
4 
2 

260 
100 
48 
29 
26 
14 
6 
1 

161 
23 
50 
57 
31 
4 
10 
1 

10 
5 
2 
31 
4 
4 
4 

171 
28 
52 
88 
35 
8 
14 
1 

$7,492,000 
Not  specified 
$1,000,000 
$1,540,000 
$2,000,000 
Not  specified 
$100,000 
Not  specified 

Russia    

Germany    .    .  . 

England    

Italy    

Japan    . 

United   States... 
China    

"Experience,  experiment,  and  application  of  engineering  principles  have 
advanced  the  construction  of  the  aeroplane  far  beyond  the  pioneer  machines 
of  our  chief  inventors.  Judging,  however,  from  the  large  number  of  freak 
machines  that  are  to  be  seen  in  the  hangars  around  our  aerodomes,  there 
is  no  general  realization  that  the  correct  design  of  an  aeroplane  calls  for 
a  new  branch  of  engineering — aeronautical  engineering — which  embraces 
physics,  mechanical  engineering,  meteorology,  and  even  marine  engineering 
and  naval  architecture.  It  is  to  be  hoped  that  the  day  will  soon  come 
when  the  carpenter  shop  or  the  back  yard  will  no  longer  serve  as  a  factory 
nor  the  would-be  constructor  obtain  his  plans  from  an  octavo  volume  on 
'How  to  Build  an  Aeroplane,'  or  from  the  pages  of  an  aeronautical  journal. 
The  number  of  imitators  of  successful  designs  is  great,  but  the  really  com- 
petent designer  is  a  'rara  avis'  in  this  country. 

"Whatever  may  be  the  cause,  no  motor  of  American  make  has  re- 
mained in  the  air  half  as  long  as  the  best  foreign  production.  To  place 
the  development  of  mechanical  flight  on  a  correct  engineering  basis,  the 
cut-and-try  methods  of  the  pioneers  must  give  way  to  both  theoretical 
and  practical  investigations  of  the  laws  of  aerodynamics,  and  the  cor- 


SIGNAL  CORPS  AVIATION  SCHOOL.  371 

rect  principles  of  design,  and  to  careful  tests  of  machines  and  the  materials 
entering  into  their  construction.  This  can  be  done  only  in  suitably  equipped 
aeronautical  laboratories  by  a  trained  staff.  Unfortunately,  there  is  no 
such  laboratory  in  this  country,  and  America  is  compelled  to  await  the 
results  obtained  in  the  foreign  privately  established  and  endowed  labora- 
tories, as  the  foreign  governmental  institutions  do  not,  as  a  matter  of 
military  policy,  make  public  any  results. 

"Outside  of  the  nominal  control  of  licensed  pilots  in  sporting  events 
by  the  Aero  Club  of  America,  as  the  representative  of  the  international 
Aeronautical  Federation,  and  the  restrictions  contained  in  the  laws  of 
Connecticut,  there  are  no  prescribed  governmental  tests  to  ascertain  the 
skill  of  airmen,  no  inspection  of  machines  to  develop  their  defects;  no 
inhibition  against  carrying  passengers  or  flying  over  cities;  no  rules  of 
the  road  in  the  air.  Under  the  present  conditions  in  this  country,  any 
person,  no  matter  how  inexperienced,  may  fly  any  machine,  no  matter  how 
unsafe,  without  incurring  any  legal  penalty  and,  moreover,  can  carry  as 
a  passenger  any  person  rash  enough  to  accompany  him.  On  the  other 
hand,  in  a  number  of  States  an  attempt  at  suicide  is  a  crime. 

"The  Federal  Government  has  prescribed  regulations  looking  to  safe 
transit  on  land  and  over  water,  but  has  neglected  transit  in  the  air. 
The  press  at  large  has  not  given  aviation  any  real  support.  With  the 
exception  of  a  few  broad-minded  and  progressive  journals,  it  has  devoted  its 
columns  to  the  exploitation  of  its  spectacular  side  and  to  descriptions,  with 
grewsome  details,  of  the  unfortunately  frequent  casualties,  creating  the 
impression  that  aviation  is  unsafe,  unnecessary,  and  of  no  practical  utility. 
The  public  has  lost  interest  and  does  not  support  aviation  as  a  sport;  the 
Government  has  given  but  little  aid  in  developing  it  as  an  adjunct  to 
the  national  defense,  and  has  imposed  no  regulation  or  restriction  on  its 
private  use;  the  output  of  aeroplanes  and  motors  in  this  country  is  in- 
ferior both  in  number  and  in  quality  to  that  of  the  foreigners;  our  air- 
men are  fewer  in  number  and  of  less  experience;  no  public-spirited  citizen 
has  endowed  an  aeronautical  laboratory  as  has  been  done  in  many  in- 
stances abroad;  our  technical  colleges  have  not  afforded  opportunities  for 
the  scientific  training  of  aeronautical  engineers. 

"Such  is  the  present  status  of  American  aviation. 

"Its  needs  are  evident  and  will  be  satisfied  when  the  public  at  large 
and  the  Government  give  the  same  measure  of  support  to  it  as  is  given 
abroad  when  the  qualifications  of  airmen  and  machines,  and  their  cir- 
culation in  the  air,  are  controlled  by  Federal  regulations;  when  aeronautical 
laboratories  are  established  and  technical  colleges  turn  out  men  as  ac- 
complished in  aeronautical  as  in  other  branches  of  engineering;  when  our 
constructors  improve  their  methods,  and  our  mechanical  engineers  their 
motors.  The  successful  solution  of  the  problem  of  dynamic  flight  was  due 
to  America.  In  view  of  what  she  has  done  in  other  lines  of  endeavor, 
America,  having  once  led  the  world  in  this  new  art  whose  possibilities 
and  potentialities  the  future  alone  can  portray,  can  confidently  be  expected 
to  regain  her  lost  supremacy  of  the  air,  but  cannot  accomplish  this  with- 
out the  earnest  cooperation  of  all,  in  official  and  private  life,  who  are 
interested  in  the  welfare  of  the  newly  born  handmaiden  of  civilization — 
Aviation. 

"What  American  aviation  needs: 

"Support  by  the   public. 

"Support  by  the  Government. 

"Federal   control   of   flying. 

"Endowed  aeronautical  laboratories. 

"Aeronautical   engineering   courses   in   technical   colleges. 

"Scientific  construction  methods. 

"Improved  motors." 


CHAPTER  XIX. 

MILITARY  EDUCATION  OF  THE  ORGANIZED 

MILITIA. 

"Not  stones  nor  wood  nor  the  art  of  artisans  make  a  state;  but  where 
men  are  who  know  how  to  take  care  of  themselves,  these  are  cities  and 
walls." 

The  relations  of  the  War  Department  to  the  Organized  Militia 
of  the  several  States,  Territories,  and  District  of  Columbia  are  governed 
by  the  provisions  of  the  Constitution  of  the  United  States  which  per- 
tain to  the  militia  and  by  the  federal  laws  which  have  been  enacted  by 
Congress  pursuant  to  the  authority  conferred  by  the  constitutional 
provisions.  The  constitutional  provisions  and  many  of  the  most  im- 
portant of  the  federal  laws  follow : 

CONSTITUTIONAL  PROVISIONS. 

A  well-regulated  militia  being  necessary  to  the  security  of  a  free 
state,  the  right  of  the  people  to  keep  and  bear  arms  shall  not  be  infringed. 
(Art.  II,  amendments.) 

The  Congress  shall  have  power: 

*  *  *  * 

(a)  To  provide  for  calling  forth  the  militia  to  execute  the  laws  of 
the  Union,  suppress  insurrections,  and  repel  invasions. 

(b)  To  provide  for  organizing,   arming,   and   disciplining   the   militia 
and  for  governing  such  part  of  them  as  may  be  employed  in  the  service 
of  the  United  States,  reserving  to  the  States,  respectively,  the  appointment 
of  the  officers  and  the  authority  of  training  the  militia  according  to  the 
discipline  prescribed  by  Congress.     (Art.  I,  sec.  8.) 

(c)  To  make  all  laws  which  shall  be  necessary  and  proper  for  carry- 
ing into  execution   the  foregoing  powers   and   all   other  powers  vested  by 
this  Constitution  in  the  Government  of  the  United   States,  or  in  any  de- 
partment or  officer  thereof.     (Art.  I,  sec.  8.) 

The  executive  power  shall  be  vested  in  a  President  of  the  United  States 
of  America.  (Art.  II,  sec.  1.) 

The  President  shall  be  Commander  in  Chief  of  the  Army  and  Navy  of 
the  United  States  and  of  the  militia  of  the  several  States  when  called 
into  the  actual  service  of  the  United  States.  (Art.  II,  sec.  2.) 

The  United  States  shall  guarantee  to  every  State  in  this  Union  a  re- 
publican form  of  government,  and  shall  protect  each  of  them  against  in- 
vasion; and  on  application  of  the  legislature  or  of  the  executive  (when 
the  legislature  cannot  be  convened)  against  domestic  violence.  (Art.  IV, 
sec.  4.) 

FEDERAL  LAWS. 

The  organized  and  active  land  forces  of  the  United  States  shall  consist 
of  the  Army  of  the  United  States  and  of  the  militia  of  the  several  States 
when  called  into  service  of  the  United  States.  (Act  of  Apr.  22,  1898.) 

•  *  *  • 

The  act  of  Congress  approved  January  twenty-first,  nineteen  hundred 
and  three,  entitled  "An  act  to  promote  the  efficiency  of  the  militia,  and  for 
other  purposes,"  (32  Stats.,  775),  as  amended  by  the  act  of  May  twenty- 
seventh,  nineteen  hundred  and  eight  (35  Stats.,  339),  and  the  act  of  April  21, 
1910,  (36  Stats.,  329),  is  as  follows: 


MILITARY  EDUCATION  OF  THE  ORGANIZED  MILITIA.  373 

Section  1.  That  the  militia  shall  consist  of  every  able-bodied  male 
citizen  of  the  respective  States  and  Territories  and  the  District  of  Co- 
lumbia, and  every  able-bodied  male  of  foreign  birth  who  has  declared  his 
intention  to  become  a  citizen,  who  is  more  then  eighteen  and  less  than 
forty-five  years  of  age,  and  shall  be  divided  into  two  classes:  The  Organized 
Militia,  to  be  known  as  the  National  Guard  of  the  State,  Territory,  or  Dis- 
trict of  Columbia,  or  by  such  other  designations  as  may  be  given  them 
by  the  laws  of  the  respective  States  or  Territories ;  the  remainder  to  be  known 
as  the  reserve  militia:  Provided,  That  the  provisions  of  this  act  and  of 
section  sixteen  hundred  and  sixty-one,  Revised  Statutes,  as  amended,  shall 
apply  only  to  the  militia  organized  as  a  land  force. 

*  »c  *  * 

Sec.  12.  There  shall  be  appointed  in  each  State,  Territory,  and  District 
of  Columbia  an  adjutant-general,  who  shall  perform  such  duties  as  may  be 
prescribed  by  the  laws  of  such  State,  Territory,  and  District,  respectively, 
and  make  returns  to  the  Secretary  of  War,  at  such  times  and  in  such  form 
as  he  shall  from  time  to  time  prescribe,  of  the  strength  of  the  Organized 
Militia,  and  also  make  such  reports  as  may  from  time  to  time  be  re- 
quired by  the  Secretary  of  War.  That  the  Secretary  of  War  shall,  with  his 
annual  report  of  each  year,  transmit  to  Congress  an  abstract  of  the  re- 
turns and  reports  of  the  adjutants-general  of  the  States,  Territories,  and 
the  District  of  Columbia,  with  such  observations  thereon  as  he  may  deem 
necessary  for  the  information  of  Congress. 

*  *  *  * 

Sec.  15.  That  the  Secretary  of  War  is  authorized  to  provide  for  partici- 
pation by  any  part  of  the  Organized  Militia  of  any  State,  Territory,  or  the 
District  of  Columbia,  on  the  request  of  the  governor  of  a  State  or  Ter- 
ritory, or  the  commanding  general  of  the  militia  of  the  District  of  Columbia, 
in  the  encampments,  maneuvers,  and  the  field  instruction  of  any  part  of  the 
Regular  Army,  at  or  near  any  military  post  or  camp  or  lake  or  sea-coast 
defenses  of  the  United  States.  In  such  case  the  Organized  Militia  so 
participating  shall  receive  the  same  pay,  subsistence,  and  transportation 
as  is  provided  by  law  for  the  officers  and  men  of  the  Regular  Army,  and  no 
part  of  the  sums  appropriated  for  the  support  of  the  Regular  Army  shall 
be  used  to  pay  any  part  of  the  expenses  of  the  Organized  Militia  of  any 
State  or  Territory  or  the  District  of  Columbia,  while  engaged  in  Joint 
encampments,  maneuvers,  and  field  instruction  of  the  Regular  Army  and 
Militia:  Provided,  That  the  Secretary  of  War  is  authorized,  under  requisi- 
tion of  the  governor  of  a  State  or  Territory  or  the  commanding  general 
of  the  militia  of  the  District  of  Columbia,  to  pay  to  the  quartermaster- 
general,  or  such  other  officer  of  the  militia  as  may  be  duly  designated 
and  appointed  for  the  purpose,  so  much  of  its  allotment,  under  the  annual 
appropriation  authorized  by  section  sixteen  hundred  and  sixty-one,  Revised 
Statutes,  as  amended,  as  shall  be  necessary  for  the  payment,  subsistence, 
transportation,  and  other  expenses  of  such  portion  of  the  Organized  Militia 
as  may  engage  in  encampments,  maneuvers,  and  field  instruction  with  any 
part  of  the  Regular  Army  at  or  near  any  military  post  or  camp  or  lake  or 
sea-coast  defenses  of  the  United  States,  and  the  Secretary  of  War  shall 
forward  to  Congress,  at  each  session  next  after  said  encampments,  a  de- 
tailed statement  of  the  expense  of  such  encampments  and  maneuvers:  Pro- 
vided, That  the  command  of  such  military  post  or  camp  and  the  officers  and 
troops  of  the  United  States  there  stationed  shall  remain  with  the  regu- 
lar commander  of  the  post  without  regard  to  the  rank  of  the  commanding 
or  other  officers  of  the  militia  temporarily  so  encamped  within  its  limits 
or  in  its  vicinity:  Provided  further,  That  except  as  herein  specified  the 
right  to  command  during  such  joint  encampments,  maneuvers,  and  field  in- 
struction shall  be  governed  by  the  rules  set  out  in  Articles  One  hundred  and 
twenty-two  and  One  hundred  and  twenty-four  of  the  rules  and  articles  for 
the  government  of  the  armies  of  the  United  States.  (36  Stat.  L,  329.) 

Sec.  16.  That  whenever  any  officer  or  enlisted  man  of  the  Organized 
Militia  shall  upon  recommendation  of  the  governor  of  any  State,  Territory 
or  the  commanding  general  of  the  District  of  Columbia  Militia,  and  when 
authorized  by  the  President,  attend  and  pursue  a  regular  course  of  study 
at  any  military  school  or  college  of  the  United  States,  such  officer  or  enlisted 
man  shall  receive  from  the  annual  appropriation  for  the  support  of  the 
army,  the  same  travel  allowances  and  quarters  or  commutation  of  quarters 
to  which  an  officer  or  enlisted  man  of  the  Regular  Army  would  be  en- 


374  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

titled  for  attending  such  school  or  college  under  orders  from  proper  mili- 
tary authority;  such  officer  shall  also  receive  commutation  of  subsistence 
at  the  rate  of  one  dollar  per  day  and  each  enlisted  man  such  subsistence  as 
is  furnished  to  an  enlisted  man  of  the  Regular  Army  while  in  actual  at- 
tendance upon  a  course  of  instruction. 

Sec.  17.  That  the  annual  appropriation  made  by  section  sixteen  hundred 
and  sixty-one,  Revised  Statutes,  as  amended,  shall  be  available  for  the 
purpose  of  providing  for  issue  to  the  Organized  Militia  any  stores  and 
supplies  or  publications  which  are  supplied  to  the  army  by  any  department. 
Any  State,  Territory,  or  the  District  of  Columbia  may,  with  the  approval 
of  the  Secretary  of  War,  purchase  for  cash  from  the  War  Department,  for 
the  use  of  its  militia,  stores,  supplies,  material  of  war,  or  military  publica- 
tions, such  as  are  furnished  to  the  army,  in  addition  to  those  issued  under 
the  provisions  of  this  act,  at  the  price  at  which  they  are  listed  for  issue  to 
the  army,  with  the  cost  of  transportation  added,  and  funds  received  from 
such  sales  shall  not  be  covered  into  the  Treasury,  but  shall  be  available  until 
expended  to  replace  therewith  the  supplies  sold  to  the  States  and  Terri- 
tories and  to  the  District  of  Columbia  in  the  manner  herein  provided. 

*  *  *  * 

Sec.  19.  That  upon  the  application  of  the  governor  of  any  State  or 
Territory  furnished  with  material  of  war  under  the  provisions  of  this  act 
or  former  laws  of  Congress,  the  Secretary  of  War  may  detail  one  or  more 
officers  of  the  army  to  attend  any  encampment  of  the  Organized  Militia, 
and  to  give  such  instruction  and  information  to  the  officers  and  men  as- 
sembled in  such  camp  as  may  be  requested  by  the  governor.  Such  officer 
or  officers  shall  immediately  make  a  report  of  such  encampment  to  the 
Secretary  of  War,  who  shall  furnish  a  copy  thereof  to  the  governor  of  the 
State  or  Territory. 

Sec.  20.  That  upon  the  application  of  the  governor  of  any  State  or 
Territory  furnished  with  material  of  war  under  the  provisions  of  this 
act,  or  former  laws  of  Congress,  the  Secretary  of  War  may,  in  his  discre- 
tion, detail  one  or  more  officers  or  enlisted  men  of  the  army  to  report  to 
the  governor  of  such  State  or  Territory  for  duty  in  connection  with  the 
Organized  Militia.  All  such  assignments  may  be  revoked  at  the  request 
of  the  governor  of  such  State  or  Territory  or  at  the  pleasure  of  the  Secre- 
tary of  War.  The  Secretary  of  War  is  hereby  authorized  to  appoint  a  board 
of  five  officers  on  the  active  list  of  the  Organized  Militia,  so  selected  as  to 
secure,  as  far  as  practicable,  equitable  representation  to  all  sections  of  the 
United  States,  and  which  shall,  from  time  to  time,  as  the  Secretary  of  War 
may  direct,  proceed  to  Washington,  District  of  Columbia,  for  consultation  with 
the  Secretary  of  War  respecting  the  condition,  status,  and  needs  of  the 
whole  body  of  the  Organized  Militia.  Such  officers  shall  be  appointed  for 
the  term  of  four  years  unless  sooner  relieved  by  the  Secretary  of  War. 

Sec.  21.  That  the  troops  of  the  militia  encamped  at  any  military  post 
or  camp  of  the  United  States  may  be  furnished  such  amounts  of  ammuni- 
tion for  instruction  in  firing  and  target  practice  as  may  be  prescribed  by 
the  Secretary  of  War,  and  such  instruction  in  firing  shall  be  carried  on 
under  the  direction  of  an  officer  selected  for  that  purpose  by  the  proper 
military  commander. 

*  *  *  * 

Sec.  23.  That  for  the  purpose  of  securing  a  list  of  persons  specially 
qualified  to  hold  commissions  in  any  volunteer  force  which  may  hereafter 
be  called  for  and  organized  under  the  authority  of  Congress,  other  than  a 
force  composed  of  Organized  Militia,  the  Secretary  of  War  is  authorized 
from  time  to  time  to  convene  boards  of  officers  at  suitable  and  convenient 
army  posts  in  different  parts  of  the  United  States,  who  shall  examine  as  to 
their  qualifications  for  the  command  of  troops  or  for  the  performance  of 
staff  duties  all  applicants  who  shall  have  served  in  the  Regular  Army  of 
the  United  States,  in  any  of  the  volunteer  forces  of  the  United  States,  or  in 
the  Organized  Militia  of  any  State  or  Territory  or  District  of  Columbia,  or 
who,  being  a  citizen  of  the  United  States,  shall  have  attended  or  pursued 
a  regular  course  of  instruction  in  any  military  school  or  college  of  the 
United  States  Army,  or  shall  have  graduated  from  any  educational  institu- 
tion to  which  an  officer  of  the  army  or  navy  has  been  detailed  as  super- 
intendent or  professor  pursuant  to  law  after  having  creditably  pursued  the 
course  of  military  instruction  therein  provided.  Such  examinations  shall 
be  under  rules  and  regulations  prescribed  by  the  Secretary  of  War,  and 


MILITARY  EDUCATION  OP  THE  ORGANIZED  MILITIA.  375 

shall  be  especially  directed  to  ascertain  the  practical  capacity  of  the  ap- 
plicant. The  record  of  previous  service  of  the  applicant  shall  be  considered 
as  a  part  of  the  examination.  Upon  the  conclusion  of  each  examination  the 
board  shall  certify  to  the  War  Department  its  judgment  as  to  the  fitness 
of  the  applicant,  stating  the  office,  if  any,  which  it  deems  him  qualified 
to  fill,  and,  upon  approval  by  the  President,  the  names  of  the  persons  certi- 
fied to  be  qualified  shall  be  inscribed  in  a  register  to  be  kept  in  the 
War  Department  for  that  purpose.  The  persons  so  certified  and  registered 
shall,  subject  to  a  physical  examination  at  the  time,  constitute  an  eligible 
class  for  commissions  pursuant  to  such  certificates  in  any  volunteer  force 
hereafter  called  for  and  organized  under  the  authority  of  Congress,  other 
than  a  force  composed  of  Organized  Militia,  and  the  President  may  authorize 
persons  from  this  class  to  attend  and  pursue  a  regular  course  of  study  at 
any  military  school  or  college  of  the  United  States  other  than  the  Military 
Academy  at  West  Point  and  to  receive  from  the  annual  appropriation  for 
the  support  of  the  army  the  same  allowances  and  commutations  as  pro- 
vided in  this  act  for  officers  of  the  Organized  Militia:  Provided,  That  no 
person  shall  be  entitled  to  receive  a  commission  as  a  second  lieutenant  after 
he  shall  have  passed  the  age  of  thirty;  as  first  lieutenant  after  he  shall 
have  passed  the  age  of  thirty-five;  as  captain  after  he  shall  have  passed 
the  age  of  forty;  as  major  after  he  shall  have  passed  the  age  of  forty-five; 
as  lieutenant-colonel  after  he  shall  have  passed  the  age  of  fifty,  or  a  colonel 
after  he  shall  have  passed  the  age  of  fifty-five:  And,  provided  further, 
That  such  appointments  shall  be  distributed  proportionately,  as  near  as 
may  be,  among  the  various  States  contributing  such  volunteer  force:  And 
provided,  That  the  appointments  in  this  section  provided  for  shall  not 
be  deemed  to  include  appointments  to  any  office  in  any  company,  troop,  bat- 
tery, battalion,  or  regiment  of  the  Organized  Militia  which  volunteers  as 
a  body  or  the  officers  of  which  are  appointed  by  the  governor  of  a  State 
or  Territory. 

*  #  *  * 

Publications  issued  by  the  Division  of  Militia  Affairs  for  use  of  mem- 
bers of  the  Organized  Militia  include  a  series  of  circulars,  in  which  are  pub- 
lished matters  of  general  interest  to  the  militia,  and  manuals  of  instruc- 
tion for  the  members  of  the  militia.  These  circulars  are  furnished  to  the 
several  adjutants-general  for  distribution.  Distribution  to  individual  mem- 
bers of  the  Organized  Militia,  either  commissioned  or  enlisted,  is  not  made 
by  the  Division  of  Militia  Affairs. 


The  importance  to  the  country  of  the  instruction,  both  theoretical 
and  practical,  of  the  National  Guard  cannot  be  overestimated.  The 
Regular  Army  and  the  Organized  Militia  are  the  only  organized  de- 
fenses of  the  country.  The  paper  strength  of  the  National  Guard 
varies  between  one  hundred  and  ten  thousand  to  one  hundred  and 
twenty  thousand.  In  the  event  of  war  possibly  not  to  exceed  sixty  to 
seventy  per  cent,  of  this  number  would  be  available  for  immediate  ser- 
vice. It  is  true,  however,  that  the  organizations  could  be  immediately 
filled  up  to  war  strength  by  enlistment  of  raw  recruits,  but  these  would 
not  be  trained  men.  The  Regular  Army  and  Militia  combined,  if  called 
upon  for  immediate  service  could  not  place  in  the  field  to  exceed  one 
hundred  and  fifty  thousand  men.  To  exceed  this  would  necessitate  the 
withdrawal  of  troops  in  charge  of  permanent  coast  defenses — a  rather 
dangerous  expedient. 

The  system  of  service  schools  for  the  instruction  of  officers  and 
noncommissioned  officers  of  the  Organized  Militia  is  second  in  im- 
portance only  to  that  in  vogue  in  the  Regular  Army.  It  has  not  been 


376  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

the  intention  to  convey  the  impression  that  the  importance  of  the 
instruction  of  the  National  Guard  is  least  because  it  occupies  the  last 
chapter  in  this  volume,  but  rather  that  it  is  a  most  fitting  conclusion  of 
a  work  devoted  to  a  system  of  education  which  has  alone  the  single 
view  of  preparing  for  the  defense  of  the  nation  in  the  event  of  war, 
and  which  has  as  one  of  its  by-products  the  making  of  better  citizens  in 
every  sense  of  the  word. 

A  great  deal  has  been  said  and  is  being  said  about  patriotism,  but 
if  this  quality  in  our  citizens  is  at  all  outwardly  manifest  it  is  certainly 
that  which  is  evidenced  by  so  many  busy  men  of  the  country  who  volun- 
teer their  services  to  serve  in  the  National  Guard  where  their  services 
are  but  little  appreciated  by  the  public  at  large,  and  receive  but  scant 
support  by  the  Government. 

It  must  be  borne  in  mind  that  the  national  guardsman  has  first 
his  living  to  earn.  What  time  he  can  spare  from  the  vocation  he  pur- 
sues in  doing  this  he  gladly  gives  up  to  the  service  of  his  country 
with  practically  no  remuneration  whatever;  at  best  the  remuneration 
he  receives  seldom  covers  the  cost  of  actual  expense  he  incurs  in  con- 
nection with  his  duty  with  the  State  troops.  It  is  hoped  that  this 
great,  rich  country  of  ours  will  recognize  the  great  handicap  and  bur- 
den under  which  the  national  guardsmen,  the  citizen  soldiers,  are  serv- 
ing, or  attempting  to  serve,  and  will  offer  them  a  remuneration  out 
of  our  beneficent  treasury  as  a  recognition  for  the  sacrifice  of  their 
own  interests.  In  no  other  institution  in  which  the  Government  has 
an  interest  does  it  expect  service  without  some  measure  of  compen- 
sation. The  answer  to  the  question  of  an  efficient  National  Guard  is 
to  provide  remuneration  for  those  who  serve  as  officers  and  in  the 
ranks. 

The  national  guardsmen  have  in  many  instances  been  severely 
criticized  by  Army  inspectors  for  neglect  of  proper  attention  to  their 
military  duties.  There  are,  no  doubt,  numbers  of  National  Guard 
officers  who  could  be  justly  accused  of  this  offense,  but  it  is  equally 
probable  that  the  officer  of  the  Army  whose  sole  time  is  given  to  the 
service  of  the  Government,  for  which  he  is  paid,  looks  at  the  national 
guardsman  more  through  the  eyes  of  a  professional  soldier  than  from 
the  national  guardsman  point  of  view.  It  is  an  easy  matter  to  pre- 
scribe courses  of  instruction  and  other  duties  of  various  kinds  which 
if  continuously  pursued  would  occupy  a  large  share  of  a  man's  time, 
but  it  is  not  so  easy  to  prepare  a  curriculum  made  up  entirely  of  the 
gist  of  things  which  a  National  Guard  officer  should  know  and  con- 


MILITARY  EDUCATION  OP  THE  ORGANIZED  MILITIA.  377 

dense  in  such  shape  that  he  may  pursue  this  course  without  undue 
sacrifice  of  his  own  private  affairs. 

Military  education  in  the  Organized  Militia  of  the  United  States 
is  in  many  ways  closely  associated  with  the  War  Department.  Con- 
gress makes  appropriations  annually  for  the  partial  maintenance  of 
Militia  organizations  in  the  several  States  and  the  Secretary  of  War 
is  authorized  to  designate  officers  of  the  Regular  Army  as  inspectors 
and  instructors  of  State  troops.  These  officers  are  in  many  instances 
in  charge  of  the  theoretical  as  well  as  the  practical  instruction  of  the 
troops  of  the  States  to  which  they  are  assigned.  They  are  not,  ex- 
cepting in  rare  instances,  members  of  these  organizations  in  any  sense 
whatever.  In  some  States,  however,  the  Army  inspector-instructors 
have  but  little  supervision  over  the  militia  service  schools. 

The  inspector-instructors  of  engineers,  cavalry,  field  artillery  and 
coast  artillery  are  apportioned  by  the  War  Department  to  districts 
composed  of  one  or  more  States  rather  than  to  individual  States.  In 
some  instances  the  inspector-instructor  performs  duty  in  as  many  as 
four  States  in  connection  with  these  arms  of  the  service.  This  appor- 
tionment is  shown  in  Appendix  VI,  where  is  given  in  alphabetical  order 
the  several  States  with  the  officers  of  the  Army  on  duty  with  the 
Organized  Militia  of  each  of  them. 

The  governors  are  primarily  responsible  for  the  theoretical  and 
practical  instruction  of  the  National  Guard,  or  Organized  Militia,  of 
their  respective  States,  and  see  that  their  organizations  are  kept  up  to 
the  degree  of  efficiency  required  by  the  War  Department,  in  so  far  as 
it  has  authority  to  exercise  any  supervision.  It  is  well  to  state  that 
the  relations  between  the  War  Department  and  the  Organized  Militia 
of  the  several  States  are  none  to  clearly  defined. 

Every  State  in  the  Union  has  some  Organized  Militia.  These 
troops  are  State  troops  first.  They  are,  however,  subject  to  the  call  of 
the  President  of  the  United  States  "to  execute  the  laws  of  the  Union, 
suppress  insurrections  and  repel  invasions."  The  Attorney  General 
of  the  United  States  has  held  that  these  State  troops  may  not  be  ordered 
beyond  the  limits  of  the  United  States. 

The  authorities  of  each  State,  to  a  large  extent,  exercise  their  own 
judgment  in  determining  the  degree  of  efficiency  required  for  their 
troops.  The  natural  result  is  that  there  is  very  little  coordination  be- 
tween the  Organized  Militia  of  the  several  States.  There  is  really  no 
standard  of  efficiency  to  which  all  States  conform.  Whenever  the 
Militia  of  any  State  fails  to  come  up  to  the  minimum  degree  of  train- 
ing which  the  War  Department  considers  requisite,  federal  support  is 


378  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

withdrawn  from  that  State.  The  State,  may,  however,  continue  its 
Militia  organization  as  State  troops,  but  receiving  no  Federal  support. 

The  National  Guard  of  a  number  of  States  has  reached  a  very 
satisfactory  degree  of  field  efficiency;  for  instance,  the  State  of  New 
York  has  its  troops  thoroughly  organized,  a  very  effective  system  of 
service  schools  is  in  force,  the  course  of  instruction  in  which  is  pro- 
gressive, and  rigid  examinations  for  appointments  and  promotions  are 
held.  Taken  as  a  whole  the  troops  of  this  State  would  be  able  to  take 
the  field  in  event  of  war  as  an  effective  fighting  force.  There  are 
other  states  equally  well  organized  whose  National  Guard  has  reached 
a  very  satisfactory  state  of  training;  among  them  might  be  mentioned 
Pennsylvania,  Ohio,  Massachusetts,  Oregon  and  of  the  smaller  states, 
Vermont. 

It  would  be  impracticable  to  give  anything  like  a  detailed  descrip- 
tion of  the  Militia  educational  systems  in  force  for  the  theoretical  in- 
struction of  the  officers  and  noncommissioned  officers  of  the  military 
forces  of  the  several  States  of  the  Union.  With  a  few  exceptions 
every  one  of  the  forty-eight  states  has  service  schools.  A  number  of 
them  have  in  addition  camps  for  theoretical  instruction  under  officers 
of  the  Army.  The  plan  of  many  State  service  schools  is  patterned 
somewhat  after  the  Army  Service  Schools,  particularly  after  those 
at  Fort  Leavenworth,  Kansas. 

The  War  Department  is  making  a  great  effort  to  systematize  and 
coordinate  the  practical  and  theoretical  instruction  of  the  various  State 
troops.  Everything  has  been  working  towards  this  end  for  a  number 
of  years.  There  is  a  marked  tendency  on  the  part  of  the  War  Depart- 
ment authorities  to  give  the  Militia  whatever  support  it  may  need  to 
make  of  it  an  effective  fighting  force.  With  frequent  maneuvers  on  a 
large  scale,  participated  in  by  both  Regulars  and  national  guardsmen, 
with  its  many  opportunities  for  freely  mingling  of  these  two  classes  of 
troops,  the  natural  consequence  has  been  a  more  fraternal  feeling  and 
a  better  understanding. 

Most  of  the  States  have  in  connection  with  their  service  schools 
some  form  of  correspondence  school.  In  many  of  them  the  corre- 
spondence method  is  the  only  theoretical  course  attempted.  A  few 
States  have  no  schools  of  any  kind,  with  exception  of  officers'  and  non- 
commissioned officers'  schools  within  the  regimental  organizations, 
which  make  them  local  in  character,  rather  than  under  the  supervision 
of  the  highest  military  authority  of  the  State. 


MILITARY  EDUCATION  OP  THE  ORGANIZED  MILITIA.  379 

As  space  forbids  giving  in  detail  the  systems  of  education  in  use 
in  each  of  the  States,  recourse  is  had  to  the  selection  of  a  few  which 
are  more  or  less  representative  of  those  in  general  practice: 

MASSACHUSETTS. 

The  school  system  for  Massachusetts  is  fully  set  forth  in  an 
order  issued  by  authority  of  the  Governor,  from  the  Adjutant  General's 
office,  September,  1913.  The  entire  order  is  embodied  here: 

THE  COMMONWEALTH  OF  MASSACHUSETTS, 
THE    ADJUTANT  GENERAL'S  OFFICE, 

Boston,  September,  1913. 
GENERAL  ORDERS: 
No. 

I.     SERVICE   SCHOOLS. 

1.     INSTRUCTION  FOR  1913-14. 

The  Schools  and  Conferences  herein  mentioned  will  constitute  the  work 
of  The  Service  Schools  for  the  year  1913-14.  All  other  courses  created  by 
previous  orders  are  hereby  suspended. 

The  Training  School. 

A  two  year  course  for  enlisted  men  authorized  by  General  Orders  21, 
Adjutant  General's  Office,  c.  s. 

The  Line  Officers'  School. 

A  two  year  course  for  all  new  officers  of  infantry,  cavalry,  field  artil- 
lery, coast  artillery,  Marine  Guard  and  the  Signal  Corps  who  have  been 
commissioned  since  November  1,  1912,  and  all  lieutenants  who  have  not 
taken  or  who  failed  to  pass  the  first  year  of  Course  B. 

All  aids  and  field  officers  of  Staff  Departments  will  be  required  to 
take  the  work  of  The  Line  Officers'  School  unless  they  hold  certificates 
of  graduation  from  The  Service  Schools  or  are  enrolled  in  either  Course  B 
or  Course  C. 

The  Naval  Brigade  School. 

A  two  year  course  for  all  new  officers  of  the  Naval  Militia  who  have 
been  commissioned  since  1  November,  1912,  and  all  junior  officers  who  have 
not  taken  or  who  have  failed  to  pass  the  first  year  of  the  Naval  Brigade 
School  for  1912-13. 

The  Medical   Officers'   School. 

A  three  year  course  for  all  new  officers  of  the  Medical  Department 
who  have  been  commissioned  since  1  November,  1912,  and  all  lieutenants 
who  have  not  taken  or  who  have  failed  to  pass  the  first  year  of  the  Medical 
Officers'  School  for  1912-13. 

The  Staff  Officers'  School. 

A  one  year  course  for  all  adjutants  who  have  been  appointed  since 
1  November,  1912,  and  all  adjutants  who  have  not  taken  or  who  have  failed 
to  pass  the  first  year  of  section  1,  Course  P,  in  1912-13. 

A  two  year  course  for  all  Supply  officers  who  have  been  appointed  since 
1  November,  1912,  and  all  supply  officers  who  have  not  taken  or  who  have 
failed  to  pass  the  first  year  of  section  2,  Course  F,  in  1912-13. 

A  one  year  course  for  all  Inspectors  of  Small  Arms  Practice. 


380  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

Post  Graduate  School. 

Yearly  courses  for  officers  who  wish  to  qualify  for  higher  grades. 

Conferences. 

For  all  colonels,  lieutenant  colonels,  majors  and  aids  except  heads  of 
departments  who  have  certificates  from  Brigade  Commanders  or  heads  of 
departments  that  they  are  competent  to  carry  on  the  work  of  the  confer- 
ences. 

Special  Schools. 

Special  schools  for  musicians,  cooks,  quartermaster  sergeants  and 
clerks  will  be  conducted  by  districts.  Other  special  schools  which  may 
be  deemed  necessary  will  be  authorized  by  later  orders. 

Captains  in  command  of  companies  are  not  required  to  attend  the  Line 
Officers'  School. 

Enlisted  men  are  not  eligible  for  admission  to  any  school  or  conference 
except  The  Training  School. 

2.  CERTIFICATES. 

Those  who  complete  the  work  in  any  of  the  above  courses  will  be 
given  certificates  of  qualification  in  theoretical  work  as  follows: 

The  Training  School. — Second  Lieutenant. 

The  Line  Officers'  School. — First  Lieutenant,  except  in  the  case  of 
staff  officers  on  whose  certificates  a  notation  will  be  made  that  shall  state 
that  the  certificate  need  not  be  accepted  by  the  Board  of  Military  Examiners 
in  lieu  of  an  examination  if  subsequently  the  holders  are  elected  or  com- 
missioned in  the  line. 

The  Naval  Militia  School.— Ensign. 

The  Medical  Officers'  School. — A  certificate  of  proficiency  In  the  sub- 
jects taken. 

The  Staff  Officers'  School. — A  certificate  of  proficiency  in  the  subjects 
taken. 

3.  PENALTIES. 

Any  student  who  has  failed  or  who  hereafter  fails  to  pass  for  two 
consecutive  years  in  a  course  which  he  is  required  to  take  will  be  re- 
quested to  tender  his  resignation  and  if  he  fails  so  to  do,  will  be  ordered 
to  appear  before  a  special  board  of  examiners. 

4.  TERMINATION  OF  SERVICE  SCHOOL  WORK. 

On  account  of  the  rapidly  changing  military  and  naval  methods,  it  is 
believed  that  every  officer,  in  order  to  retain  his  efficiency  should  keep  abreast 
of  The  Service  School  work  which  is  not,  however,  compulsory,  except  as 
specified  herein  and  in  previous  orders. 

The  Line  Officers'  School  is  required  and  covers  substantially  a  two 
year  course  for  lieutenants,  unless  promoted  to  be  captains  during  that  time. 
The  Field  Officers'  Conferences  are  required  of  field  officers  who  naturally 
should  be  informed  of  the  latest  developments  in  military  and  naval  science. 
The  Staff  School  is  required  of  staff  officers  who  should  be  better  qualified 
than  line  officers,  as  they  are  expected  to  act  for  their  chiefs. 

6.    RATINGS. 

A  system  of  rating  will  be  a  part  of  each  school  and  conference  and 
each  officer's  standing  will  become  a  part  of  his  record  in  the  office  of 
The  Adjutant  General. 

6.     SCHEDULES  OF  INSTRUCTION. 

The  Training  School. — The  schedule  for  the  first  year  will  be  published 
in  subsequent  orders. 


MILITARY  EDUCATION  OF  THE  ORGANIZED  MILITIA.  381 

The  Line  Officers'  School. — 1st  year. — Company  Administration,  Map 
Reading,  Aid  to  Civil  Power. 

Naval   Brigade   School. — 1st  year. — Seamanship,  Navigation. 

Medical  Officers'  School. — 1st  year. — Preliminary  Class:  Manual  for 
the  Medical  Department;  Military  Hygiene — Ashburn;  Drill  Regulations; 
Army  Regulations;  Map  Reading;  Articles  of  War.  Intermediate  Class: 
Sanitary  Tactics — Munson;  Military  Hygiene — Havard;  Medical  Service  in 
Campaign — Straub;  Map  Reading;  Mason's  Handbook;  Organized  Militia, 
Regulations  of  the  War  Department,  1910;  Laws  and  Regulations,  M.  V.  M. 
Advanced  Class:  Sanitary  Tactics — Munson;  A  Study  in  Troop  Leading — 
Morrison  and  Munson;  Field  Service  Regulations;  War  Game  each  month 
during  year;  Correspondence,  work  in  problems;  Manual  for  the  Medical 
Department. 

The  Staff  School. — 1st  Section. — 1  year  for  adjutants.  Subjects. — Drill 
Regulations,  Duties  and  Papers  of  Adjutants.  2nd  section. — 2  years  for 
supply  officers.  1st  year. — Drill  Regulations,  Departmental  Subjects.  2nd 
year. — The  remaining  subjects.  Subjects. — Drill  Regulations;  Issue,  Care 
and  Transportation  of  Commissary  Supplies;  Wagon  and  Auto  Transporta- 
tion; Rail  Transportation;  Payment  of  Troops.  3rd  Section. — 1  year  for 
Inspectors  of  Small  Arms  Practice.  Subjects. — Small  Arms  Firing  Regula- 
tions; Battle  Fire. 

Conferences. — Four  war  games  and  such  other  work  as  may  hereafter 
be  prescribed. 

Special  School. — The  work  in  these  schools  will  be  detailed  in  later 
orders. 

Post  Graduate  School. — Special  courses  for  officers  who  wish  to  improve 
themselves  in  their  profession  and  who  have  completed  the  work  of  The 
Service  Schools  with  a  standing  of  good  or  higher.  Work  in  this  school 
is  voluntary.  Officers  who  have  not  attained  the  grade  of  good  in  required 
Service  School  work  may  on  application  repeat  the  work.  Captains  of  the 
line  are  eligible  to  membership  in  this  school  without  previous  Service  School 
work. 

7.     SCHEDULE  OF  INSTBUCTION  IN  COURSES  BEGUN  IN  1912-13. 

Course  A,  2d  year.  Course  B,  2nd  year.          Courses   C  and   D,  2nd 

year  combined. 


Drill 
Regulations. 

Drill 
Regulations. 

Drill 
Regulations. 

Military 
Cooking. 

Courtesy  and 
Discipline. 

Military 
Correspondence. 

Field  Service 
Regulations. 

Individual   Small 
Arms  Fire. 

Battle 
Fire. 

Aid  to  Civil 
Power. 

8.     COURSES  WHICH  ARE  DISCONTINUED. 

Course  A,  1st  year,  becomes  The  Training  School. 
Course  B,  1st  year,  becomes  Line  Officers'  School. 
Course  C,  1st  year,  becomes  Line  Officers'  School. 
Course  D,  1st  year — 

Course  E  becomes  Field  Officers'  Conferences. 
Course  F  becomes  Staff  School. 

By  order  of  the  Commander-in-Chief, 

GARDNER   W.    PEARSON, 

Official:  The  Adjutant  General,  Chief  of  Staff. 

WILLIAM  S.  SIMMONS, 

Lieutenant  Colonel,  Adjutant  General. 


382  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

CALIFORNIA. 

INFANTRY. 

The  theoretical  instruction  of  the  infantry  of  the  National  Guard 
of  California,  as  planned  by  Captain  Frank  S.  Bo  wen,  the  inspector- 
instructor  of  the  State  for  this  arm  of  the  service,  embraces  the 
solution  of  map  problems  and  work  of  a  similar  nature.  The  scheme 
for  the  school  may  be  best  outlined  by  embodying  extracts  from  General 
Orders  No.  23,  State  of  California,  The  Adjutant  General's  Office, 
Nov.  13,  1913: 

Scheme  for  conducting  the  School : 


(a)  The  School  will  consist  of  a  general  course  for  all  officers  below 
the  grade  of  major,  and  of  a  special  course  for  all  officers  above  the  grade 
of  captain.     The  object  of  the  general  course  will  be  primarily  to  get  all 
officers  acquainted  with  the  military  books  issued  to  the  organizations,  and 
to  encourage  the  habit  of  using  them  both  for  study  and  reference.     The 
object  of  the  special  course  will  be  to  familiarize  field  officers  with  map 
problems  involving  military  situations  requiring  estimates  of  the  situation, 
and  the  issuing  of  orders. 

(b)  The  work  will  be  sent  out  by  The  Adjutant  General  on  November 
25,   1912;    December   25,   1912;    January   25,   1913,   and   February   25,    1913, 
direct  to  all  infantry  officers.     Officers  who  do  not  receive  a  copy  of  the 
school  work  in  seven  days  from  the  dates  mentioned  above  will  notify  The 
Adjutant  General  of  the  fact. 

(c)  All   officers   will    answer   the    questions    and    solve   the   problems 
pertaining  to  their  course  so  as  to  be  able  to  return  their  completed  work, 
for  each  monthly  period,  to  their  regimental  commanders  before  January  1, 
1913;  February  1,  1913;  March  1,  1913,  and  April  1,  1913. 

(d)  While   officers   above   the   grade   of   captain    are   not   required   to 
take   the   general   course   it   is   expected   that   they   familiarize   themselves 
with  the  work  and  aid  their  junior  officers  in  their  studies. 

(e)  No   infantry  officer   will   be   excused   from   taking   the   prescribed 
course  unless  he  make  application  in  writing,  stating  reasons,  to  his  regi- 
mental commander  and  the  same  be  approved  by  him.     Regimental   com- 
manders who  are  unable  to  take  the  prescribed  course  will  notify  The  Ad- 
jutant General. 

(f)  Regimental   commanders  will   be  held   responsible  that  their  offi- 
cers  comply  with   the   spirit  of  this   order,   and   to   fulfill   this   duty   they 
will,   either   directly,   by    conference    with    their    lieutenant    colonels    when 
practicable,  or  by  means  of  a  board  of  officers  review,  in  a  general  way, 
the  complete  school  papers  submitted  by  their  officers. 

(g)  Regimental  commanders  will  mail  to  The  Adjutant  General  their 
solutions,  and  the  completed  work  of  the  officers  of  their  regiments,  for 
each  monthly  period,  on  January  10,  1913;   February  10,  1913;   March  10, 
1913,  and  April  10,  1913. 

(h)  On  the  fifteenth  day  of  the  months  mentioned  in  the  immediate 
preceding  section  (g)  there  will  be  mailed  from  The  Adjutant  General's 
Office,  direct  to  all  infantry  officers,  copies  of  an  approved  set  of  answers  and 
solutions  for  the  work  of  the  preceding  month. 

4.  In  connection  with  the  school  work  all  infantry  officers  will  pursue 
the  following  course  of  reading  in  the  Infantry  Drill  Regulations  as  out- 
lined: 

December — Definitions    (Pars.    1-100    and    782-791). 

January— Paragraphs   101-158   and   350-488. 

February — Paragraphs   159-198   and   489-622. 

March— Paragraphs  199-257,  623-707,  745-748,  758-765,  and  792-803. 


MILITARY  EDUCATION  OP  THE  ORGANIZED  MILITIA.  383 

5.  The  drill  instruction  of  the  infantry  companies  will  conform  to  the 
monthly   assignment   of   work   for   the   officers,   as  laid   down   in   section   4 
above. 

6.  Officers  who  desire  to  obtain  information  on  any  military  question 
are   encouraged   to   communicate,   at   any   time,   with   the   Director   of   the 
Correspondence   School.     The  answers   to   all   questions   asked   will  be  pre- 
pared and  published  from  time  to  time  in  a  pamphlet  designated  "General 
Information." 


ARTILLERY. 

Artillery  is  comparatively  new  for  California.  Capt.  Edgar  H. 
Yule,  U.  S.  Field  Artillery,  who  is  on  duty  with  the  artillery  of  the 
State  is  the  first  resident  inspector-instructor  who  has  worked  with  its 
batteries  for  any  length  of  time.  Under  the  direction  of  this  officer 
bulletins  and  sets  of  questions  are  mailed  out  to  the  officers  of  the 
batteries.  These  bulletins  are  very  comprehensive  and  serve  as  a  text 
for  study  and  solution  of  artillery  problems. 

CAVALRY. 

A  Correspondence  School  for  Cavalry  officers  is  conducted  under 
the  supervision  of  the  inspector-instructor  for  that  arm  of  the  service 
detailed  by  the  War  Department.  The  course  comprises  the  following 
scheme : 

*  *  *  *  * 

(a)     CORRESPONDENCE    SCHOOL    COURSE   FOB   OFFICERS. 

1.  Subjects: 

December:  Military  Topography.  (Textbook,  Military  Topog- 
raphy, by  Sherrill.) 

January:     Field  Service  Regulations. 

February,  March  and  April:  Tactics.  (Textbooks,  Tactical  Prin- 
ciples and  Problems,  by  Hanna;  Studies  in  Minor  Tactics.) 

2.  Scheme  for  conducting  the  schools: 

(a)  The  work  will  be  sent  out  in  time  to  reach  the  organizations  be- 
fore the  first  of  each  month,  copies  of  which  will  be  distributed  by  the 
squadron  commander  to  his  staff  officers,  and  by  troop  commanders  to  their 
lieutenants. 

(b)  The    squadron    commander    and    the    troop    commanders    will    in- 
close their  completed  work   with   that  of  their  lieutenants,  and   mail   the 
same  to  the  Director  of  the  Schools  before  the  last  day  of  the  month. 

(c)  All  officers  will  answer  the  questions  and  solve  the  problems  sent 
out.     The   squadron   staff   officers   and   the   lieutenants   in   each   troop   will 
turn   their   completed   work   over   to   their   respective   squadron   and   troop 
commanders  in  time  to  enable  them  to  comply  with   (b). 

(d)  In  case  any  officer  be  unable  to  pursue  the  course  he  will  make 
application  in  writing  to  his  squadron  commander  to  be  excused,  stating 
reasons. 

(e)  By  the  fifteenth   of  the   succeeding  month   the   corrected   papers, 
or  an  approved  set  of  answers  and  solutions  will  be  mailed  to  the  squad- 
ron commander  for  distribution  to  his  staff  and  to  the  troop  commanders 
for   distribution   to   their  lieutenants. 

(f)  Where  explanations  and  remarks  by  the  director  appear  advisable 
they  will  accompany  the  questions  and  problems  in  the  form  of  a  memor- 
andum. 


384  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

(g)  A  record  will  be  kept  by  the  director  and  at  the  end  of  the 
course  a  report  made  to  The  Adjutant  General  upon  the  progress  made  by 
each  officer. 

(h)  When  it  appears  more  advantageous  for  the  director  to  assign 
lessons  for  the  month's  work  (as  will  frequently  be  the  case  in  study- 
ing Tactics),  and  personally  conduct  an  examination  at  the  end  of  the 
month,  this  method  will  be  followed  instead  of  sending  out  questions  and 
problems. 

There  is  also  a  school  for  noncommissioned  officers. 

ARIZONA. 

Arizona  supplements  the  regular  instruction  received  in  the  armo- 
ries during  drill  periods  by  a  correspondence  school  course.  The  plan 
of  this  school  is  set  forth  in  the  following  order : 

GENERAL  ORDERS  ")  STATE  OF  ARIZONA, 

No.  18.          /  MILITARY  DEPARTMENT, 

Phoenix,  Dec.  11, 1913. 

1.  All  correspondence  regarding  school  work  will  be  forwarded  direct 
to  the  Inspector-Instructor  and  not  through  this  office. 

2.  The  first  papers  of  the  correspondence  school  course,  Session  1913-14, 
will  be  mailed  from  this  office  so  as  to  reach  all  student  officers  by  De- 
cember 15th.     The  papers  will  be  mailed  bi-monthly  thereafter.     When  an 
officer   receives   a   certificate   of  proficiency   in   any   subject   signed   by   the 
Inspector-Instructor,  he  will  be  excused  from  further  Correspondence  School 
work  on  that  subject,   and  may  present  the   certificate  to  any  examining 
board  in  lieu  of  taking  an  examination  in  that  subject  for  a  period  of  two 
years  from  its  date,  unless  the  textbook  on  that  subject  is  changed. 

3.  All  officers  will  take  the  full  correspondence  school  course,  unless 
holding   certificates   as   noted    above,    or    are   specially   excused    from    this 
office. 

4.  Student  officers  will   carefully  comply  with  the   following: 

(a)  In  answering  questions  use  pen  and  ink   (or  typewriter)    except 
when  pencil   is  necessary  for   maps,   etc. 

(b)  Follow  the  instructions  in  the  Inspector-Instructor's  Memoranda. 

(c)  Study   the    prescribed    lessons    and    answer    from    memory    when 
prescribed. 

(d)  Mail  all  sets  of  questions  back  to  Inspector-Instructor  within  two 
weeks  after  receipt  of  same. 

(e)  Notify  the  Inspector-Instructor  at  once  if  you  have  not  a  copy 
of   both   Infantry   Drill   Regulation,    1911,   and   Field    Service    Regulations, 
1913. 

OFFICIAL: 

By  order  of  the  Governor, 

CHAS.  W.  HARRIS, 
The  Adjutant  General. 
Approved  Dec.  11,  1913. 
GEO.  W.  P.  HUNT, 

The   Governor   of  Arizona. 

ALABAMA. 

Alabama  conducts  a  correspondence  school  for  its  commissioned 
officers.  Questions  on  Drill  Regulations,  Firing  Regulations,  etc.,  and 
tactical  problems  are  published  in  general  orders  from  the  office  of  The 
Adjutant  General  of  the  State.  Circular  3,  calling  attention  to  certain 
features  of  the  school  system,  and  two  of  the  general  orders  named 
follow : 


MILITARY  EDUCATION  OF  THE  ORGANIZED  MILITIA.  385 

STATE  OF  ALABAMA, 

CIRCULAR  \  THE  ADJUTANT  GENERAL'S  OFFICE, 

No.  3.     /  Montgomery,  Oct.  16,  1913. 

The  attention  of  Company  Commanders  is  called  to  the  "Chart"  is- 
sued October  1st  from  Adjutant  General's  office. 

It  is  absolutely  necessary  that  every  Company  have  a  System  of  "Pro- 
gressive Drills  and  Exercise"  if  they  wish  to  attain  a  Standard  of  effi- 
ciency. 

The  Inspector  at  the  Annual  Inspection  will  lay  stress  on  the  Record 
of  "Progressive  Drills  and  Exercises"  kept  by  each  Company,  and  will  be 
graded  as  follows:  "Excellent — Good — Fair — Bad." 

The  attention  of  all  Officers  is  called  to  the  necessity  of  answering  the 
communications  sent  out  monthly  in  the  "Correspondence  School."  A 
record  will  be  kept  of  this  School  showing  those  who  answer  the  Communica- 
tions promptly,  and  are  interested,  and  the  degree  of  efficiency  shown  by 
their  answers.  Officers  should  not  be  timid  in  answering  these  communica- 
tions, thinking  they  will  make  mistakes,  as  this  is  expected,  and  when 
their  attention  is  called  to  same,  profit  by  them. 

The  above  will  be  strictly  adhered  to,  so  when  the  Inspector-Instructor 
is  called  upon  by  the  War  Department  or  Governor  to  report  on  the  effi- 
ciency of  an  officer,  the  report  will  be  based  on  his  record. 

JOSEPH  B.  SCULLY, 

Brigadier  General, 
The  Adjutant  General. 

STATE  OF  ALABAMA, 

GENERAL  ORDERS)  THE  ADJUTANT  GENERAL'S  OFFICE, 

No.  9.  >  Montgomery,  March  1,  1914. 

CORRESPONDENCE   SCHOOL 

INFANTRY    OFFICERS 

PROBLEM  REAR  GUARD  ACTION 

Situation: — A  Blue  battalion  with  six  mounted  scouts  defeated  in  an 
engagement  with  a  Red  force  (1  battalion  of  infantry  and  a  platoon  of 
cavalry — 25  troopers)  two  miles  north  of  Kickapoo,  has  been  rapidly 
falling  back,  toward  Fort  Leavenworth  by  the  road  45  -17  -H-,  G  Company, 
Capt.  S,  is  the  rear  guard  company.  The  battalion  has  succeeded  in  cross- 
ing Plum  Creek  bridge,  and  when  the  rear  of  G  Company  has  reached  17 
four  of  the  Blue  mounted  scouts  who  had  been  left  to  blow  up  the  bridge 
were  seen  to  come  scampering  down  the  road  with  a  detachment  of  hostile 
cavalry  at  their  heels.  Capt.  S  deploys  two  squads,  opens  fire  on  the 
hostile  cavalry  who  then  seek  shelter  in  the  trees  near  J.  A.  Aarons. 

REQUIRED. 

(1)  Capt.  S's  estimate  of  the  situation. 

(2)  His  orders. 

By  command  of  the  Governor, 

JOSEPH  B.  SCULLY, 

Brigadier  General, 
The  Adjutant  General. 

Note: — Use  2  inch  Map  Fort  Leavenworth,  Kans.  Answers  to  Problem 
to  be  mailed  to  The  Adjutant  General's  office  not  later  than  March  12th. 

STATE  OF  ALABAMA, 

GENERAL  ORDERS  \  THE  ADJUTANT  GENERAL'S  OFFICE, 

No.  10.          /  Montgomery,  March  3,  1914. 

CORRESPONDENCE  SCHOOL— INFANTRY. 

FIELD  SERVICE  REGULATIONS. 

1.  In  case  of  death,  disability  or  absence  of  the  Commander  of  a  body 
of  troops;  who  exercises  command? 

(b)  What  is  meant  by  the  term  Headquarters? 

(c)  What  units  are  provided  with  Staffs? 

2.  What  are  the  duties  of  the  Chief  of  Staff? 

3.  When  reliable  information  of  the  Enemy  cannot  be  obtained,  what 
is  assumed? 

25 


386  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

(b)  What  are  the  regulations  in  regard  to  spreading  false  informa- 
tion? 

(c)  Regarding  information  to  be  given  Newspaper  Correspondents? 

4.  What   qualifications   should    a   Rear    Guard    Commander   possess? 

(b)     As  a  rule  what  are  the  distributions  of  the  troops? 

5.  Discuss  the  Rear  Guard  in  Action. 

6.  What  is  a  successful  March? 

(b)     How  is  good  marching  secured? 

7.  What  is  the  duty  of  the  Commander  in  regard  to  Preparation  for 
the  March? 

(b)     What  is  the  order  of  march  of  a  Column  controlled  mainly  by? 

8.  How  are  Marches  classified? 

9.  Why  are  night  Marches  made? 

(b)     What  precautions  should  be  taken? 

10.  The  selection  of  Camp  Sites  is  governed  by  what  conditions? 
Answers  to  above  questions  to  be  mailed   to  The  Adjutant  General's 

office  not  later  than  March  12th. 

By  command  of  the  Governor, 

JOSEPH  B.  SCULLY, 

Brigadier  General, 
The  Adjutant  General. 

Captain  Wm.  P.  Screws,  U.  S.  Infantry,  the  inspector-instructor 
of  Alabama  National  Guard,  recommends  a  more  thorough  instruction 
in  the  elementary  features  of  military  science,  such  as  the  schools  of 
the  soldier,  squad  and  company.  He  believes  that  a  thorough  knowl- 
edge of  these  essentials  is  necessary  to  a  proper  comprehension 
of  greater  problems,  in  which  opinion  all  military  students  will  concur. 

COLORADO. 

INFANTRY. 

For  the  infantry  arm  of  the  service  Colorado  maintains  a  corre- 
spondence school,  and  also  has  periodical  conferences  of  officers.  The 
senior  inspector-instructor  has  prescribed  the  following  course : 


The  course  will  include  Military  Topography,  Infantry  Drill  Regulations, 
Field  Service  Regulations,  and  Problems  in  Minor  Tactics.  All  Battalion 
and  Company  officers  will  be  enrolled  in  this  school  and  should  be  pro- 
Tided  with  the  following  textbooks: 

I.  D.  R.    (Infantry  Drill  Regulations). 
F.  S.  R.  (Field  Service  Regulations). 
S.  A.  F.  R.   (Small  Arms  Firing  Regulations). 
A.  R.  (Army  Regulations). 

and  a  suitable  textbook  on  Reconnaissance  Sketching.    The  following  are 
recommended : 

Applied  Minor  Tactics,  by  Capt.  J.  A.  Moss,  U.  S.  A. 

Rapid  Reconnaissance  Sketching,  by  Capt.  C.  O.  Sherrill,  U.   S.  A. 

Elements  of  Military  Sketching,  by  1st  Lieut.  John  B.  Barnes,  5th 

U.  S.  Inf. 

As  a  basis  for  company  lectures  and  individual  instruction  "Making  a 
Soldier,"  by  Col.  A.  C.  Sharpe,  may  be  found  helpful. 

All  these  textbooks  have  been  authorized  by  the  War  Department, 
and  may  be  purchased  through  The  Adjutant  General's  office. 

Each  student  should  also  provide  himself  with  a  drawing  board  13x14 
inches  and  %  inch  thick,  4  thumb  tacks,  a  compass,  paper,  pencils,  and  a 
ruler.  A  small  level  and  protractor  are  desirable. 


MILITARY  EDUCATION  OP  THE  ORGANIZED  MILITIA.  387 

Student  officers  are  invited  to  correspond  direct  with  Colonel  A.  C. 
Sharpe,  U.  S.  A.,  Inspector-Instructor,  and  to  offer  any  suggestions  which 
would  facilitate  the  work  of  the  course. 

Regimental  and  battalion  commanders  are  requested  to  assist  in  bring- 
ing this  matter  to  the  attention  of  their  officers.  Noncommissioned  officers 
will  be  encouraged,  but  not  required,  to  take  the  course. 

***** 

Armory  schools  for  infantry  are  instituted  in  each  company.  All 
officers  below  the  rank  of  colonel  are  required  to  attend.  These  schools 
are  under  the  general  supervision  of  regimental  commanders.  After 
the  conclusion  of  the  course,  a  list  of  questions  is  mailed  to  student 
officers  to  test  their  knowledge  of  the  studies  pursued. 

CAVALRY. 

The  inspector-instructor  of  cavalry  for  Colorado,  Captain  Julien 
E.  Gaujot,  U.  S.  Cavalry,  has  his  headquarters  in  Denver.  His  office 
also  extends  to  the  cavalry  of  Arizona. 

FIELD  ARTILLERY. 

The  instruction  of  the  field  artillery  now  under  the  direction  of  1st 
Lieutenant  B.  M.  Bailey,  5th  U.  S.  Field  Artillery,  who  issues  periodical 
bulletins  from  the  office  of  The  Adjutant  General  of  the  State.  Battery 
officers  are  required  to  mail  the  answers  direct  to  him.  One  of  these 
bulletins,  selected  at  random  from  a  number  of  them,  is  given  to  illus- 
trate the  character  of  the  questions : 

CORRESPONDENCE  SCHOOL  FOR  FIELD  ARTILLERY,  1913. 
SHEET    NO.    7. 

1.  Explain  the  slide  rule  part  of  the  Battery  Commander's  ruler.    Use 
diagram. 

2.  (a)     What  do  you  understand  by  adjusting  fire. 

(b)     What  three  elements  of  fire  must  be  constantly  observed. 

3.  By  standing  on  a  hill  in  rear  of  your  third  piece,  you  can  see  target 
— no  aiming  points  are  visible — how  would  you  establish  parallel  fire? 

4.  From  the  Battery  Commander's  observing  station  he  can  see  several 
aiming  points  but  is  not  sure  that  any  of  them  are  common  to  all  guns. 

(a)  How  can  he  establish  parallel  fire  by  first  using  his  B.  C.  tele- 
scope as  an  A.  P.  Explain  what  he  will  do  and  what  will  be 
done  at  the  guns. 

5.  How  do  you  get  your  A.  S.  when  you  are  near  your  gun?     What 
do  you  assume  to  be  near? 

6.  Out  of  four  shots  fired,  one  is  observed  over  the  target  and  three 
short.    Where  is  the  center  of  impact  with  reference  to  the  target — Range 
2,000  yards?    What  change  in  range  would  you  make? 

7.  What  do  you  understand  by  the  term  burst  interval? 

8.  You   are   adjusting   with   your   left   platoon,   the   target   is   30    mils 
wide,  the  shot  from  third  gun  strikes  left  edge  of  target,  the  shot  from  fourth 
gun  strikes  10  mils  to  right  of  third  gun,  what  commands  will  you  give 
to  assure  the  next  shots  striking  in  proper  place  and  to  assure  you  proper 
distribution  when  you  fire  all  guns. 

9.  How  is  the  force  of  recoil  and  counter  recoil  checked?    Describe 
fully  the  operation  of  all  parts  of  mechanism. 


388  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

10.  You  are  marching  in  section  column  on  narrow  road  and  are  at- 
tacked by  Cavalry,  what  formation  will  you  take?  Explain  fully  what  you 
would  do. 

IST  LT.  B.  M.  BAILEY,  U.  S.  A., 
5th  F.  A.,  Inspector-instructor, 
Adjutant  General's  Office, 

Denver,  Colorado. 

Lieut.  Bailey  is  also  inspector-instructor  of  the  artillery  of  Utah 
and  New  Mexico. 


OREGON. 

The  following  regimental  order  of  the  Third  Infantry,  National 
Guard  of  Oregon,  is  of  particular  interest  because  of  the  fact  that 
Colonel  Charles  H.  Martin,  who  commands  that  regiment,  is  an  officer 
of  the  Regular  Army  (major  of  infantry)  who  has  been  permitted  by 
the  War  Department  to  accept  a  State  commission. 

HEADQUARTERS  THIRD  INFANTRY, 
GENERAL  ORDERS     1  OREGON  NATIONAL  GUARD, 

No.  20.  /  Portland,  Oregon,  Dec.  8,  1913. 

I. 

1.  In  accordance  with  G.  O.  32,  C.  S.,  A.  G.  O.,  the  following  instructions 
governing  the  theoretical  instruction  of  the  Regiment  for  the  school  year  of 
1913-1914  are  published  for  the  information  and  guidance  of  all  concerned: 

2.  The  school  year  will  end  on  March  31,  1914.    No  classes  will  be  held 
from  December  24,  1913,  to  January  1,  1914,  inclusive. 

3.  The  officers'  courses  indicated  below  will  be  taken  by  those  officers 
stationed  at  Portland  and  Oregon  City.    Battalion  Commanders  are  author- 
ized to  modify  the  courses  at  the  other  stations  to  meet  local  conditions. 

II.— COURSES. 

A.  To  consist  of  all  Field  Officers  and  such  Captains  who  were  attentive 
to  the  course  followed  at  Portland  last  winter.    This  section  to  take  up  the 
study  of  drill  regulations  at  "Combat"  and  finish  the  book,  studying  in  con- 
nection therewith,  Field  Service  Regulations. 

B.  To  consist  of  all  Captains  not  in  the  first  section  and  all  subalterns. 
This  section  will  take  up  Drill  Regulations  at  the  beginning  of  the  book,  with 
each  third  recitation  to  be  practical. 

C.  Non-commissioned  officers'  school  will  be  held  in  each  company  under 
the  direction  of  the  Company  Commander.    While  this  course  will  be  left 
somewhat  to  the  Company  Commander,  the  work  will  be  closely  enough 
supervised  by  Battalion  Commanders  that  only  elementary  work  shall  be 
taken  up  by  each  company.     Drill,  patrolling,  bayonet  fighting,  etc.,  much  of 
which  can  be  made  practical. 

III.— EXAMINATIONS. 

1.  As  soon  as  practicable  after  the  completion  of  the  school  year,  each 
officer  will  be  given  an  oral  examination  in  the  subjects  assigned  to  his 
course.    Officers  reported  proficient  will  be  given  a  certificate  to  that  effect, 
which  will  excuse  them  from  future  study  on  that  subject,  unless  a  new  regu- 
lation is  adopted  by  the  United  States.    Proficiency  will  be  certified  upon  the 
officer's  passing  75  per  cent,  or  better. 

2.  A  similar  examination  will  be  given  to  non-commissioned  officers  and 
selected  privates,  and  a  certificate  of  proficiency  given  by  the  Regimental 
Commander  upon  a  percentage  of  75  per  cent  or  better,  which  will  entitle  the 
holder  to  be  excused  from  future  study  in  the  subject  upon  recommendation 
of  his  Company  Commander. 


MILITARY  EDUCATION  OF  THE  ORGANIZED  MILITIA.  389 

IV.— ATTENDANCE. 

1.  All  officers  will  be  required  to  attend  all  classes  unless  excused  by 
authority  of  The  Adjutant  General  in  each  case. 

2.  Non-commissioned  officers  may  be  excused  from  attendance  at  classes 
by  authority  of  the  Regimental  Commander. 

V— INSTRUCTORS. 

1.  The  Regimental  Commander  will  be  the  instructor  in  Course  A. 

2.  The  Instructor-Inspector  will  be  the  instructor  in  Course  B. 

3.  Company  Commanders,  under  the  supervision  of  the  Battalion  Com- 
manders, will  conduct  the  classes  in  Course  C,  in  their  respective  companies. 

4.  Classes  in  each  course  will  be  held  weekly,  the  day  selected  to  be 
suitable  to  the  convenience  of  those  concerned. 

VI— REPORTS. 

1.  At  the  end  of  each  month,  a  report  of  all  drills  and  classes,  showing 
dates,  attendance,  etc.,  will  be  submitted  to  these  headquarters.  Blank 
forms  for  the  rendition  of  this  report  will  be  furnished. 

Absentees  from  recitations  will  be  accounted  for  by  name. 
By  order  of  COLONEL  MARTIN; 

CLARENCE  R.   HOTCHKISS, 
Captain  and  Adjutant,  Third  Infantry. 

This  course  of  instruction  is  supplemented  by  a  series  of  lectures 
by  Regular  Army  officers.  The  Army  and  National  Guard  work  in 
perfect  harmony  in  Oregon,  and  the  State  troops  were  never  in  better 
shape. 

A  program  of  instruction  for  coast  artillery  is  outlined  in  the 
following  order : 

HEADQUABTERS  OREGON  NATIONAL  GUARD, 
GENERAL  ORDERS     \  ADJUTANT  GENERAL'S  OFFICE, 

No.  37.  /  Portland,  Oregon,  Nov.  29,  1912. 

1.  The  following  program  of  instruction  and  drill  for  the  Coast  Artil- 
lery Corps  is  published  for  the  information  and  guidance  of  all  concerned. 

2.  The  goal  toward  which  all  should  direct  their  efforts  is  to  be  efficient 
Artillery;  that  is,  to  be  able  to  take  charge  of,  care  for,  maintain  and  serve 
the  Coast  defenses  without  assistance  and  also  to  be  efficient  Infantry,  that 
is  to  be  able  to  take  the  field  as  an  infantry  regiment  fully  equipped  and 
instructed. 

It  must  be  borne  in  mind  that  this  cannot  be  accomplished  in  a  short 
time,  but  will  take  years. 

3.  At  least  one  weekly  drill  of  one  and  one-half  hours'  duration  will  be 
held;  if  local  conditions  permit,  additional  time  should  be  devoted  to  special 
instruction  in  subjects  in  which  progress  is  unsatisfactory  and  also  for  the 
training  of  officers,  non-commissioned  officers,  and  selected  privates. 

Company  Commanders  will  designate  the  day  and  hour  for  weekly  drill 
and  for  special  instruction. 

4.  The  subjects  for  instruction  for  the  period  ending  August  15,  1913, 
are  as  follows: 

I.    Coast  Artillery. 
II.     Infantry. 
III.     Guard  Duty. 
IV.    Administration. 
V.     First  Aid  and  Hygiene. 
VI.    Instruction  of  Enlisted  Men. 
VII.    Instruction  of  Officers. 
I.     Coast  Artillery — 
Instruction  will  be  given  in: 

(a)  Marching  Maneuvers.     (Chap.  IV,  C.  A.  D.  R.) 


390  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

(&)   Service  of  the  Piece.     (Chap.  VI,  C.  A.  D.  R.) 

(c)  Drill  of  Fire  Control  Section.     (Chap.  VII,  C.  A.  D.  R.,  especially 
paragraphs  487  to  497.) 

(d)  Gunnery.     (Gunnery  Instruction  Pamphlet.) 

At  least  half  of  each  weekly  drill  (or  its  equivalent)  should  be  devoted 
to  the  above  work. 

II.  Infantry— 
Instruction  will  be  given  in: 

(a)  Close  Order  Drill. 

(&)  Extended  Order  Drill. 

(c)  Sighting  and  Aiming  Drills. 

(d)  Gallery  Practice. 

(e)  Small  Arms  Practice. 

About  one-half  of  the  time  should  be  devoted  to  Infantry,  deducting  that 
devoted  to  Guard  Duty,  Administration,  First  Aid,  etc. 

III.  Guard  Duty — 

Instruction  in  Guard  Duty  should  be  practical. 
Instruction  of  entire  Company  should  include  duties  of: 

"Orderly  for  the  Commanding  Officer." 

"Privates  of  the  Guard." 

"Orders  for  Sentinels,"  etc. 

For  Corporals  add  duties  of  "Corporal  of  the  Guard." 
For  Sergeants,  add  to  foregoing,  duties  of  "Sergeant  of  the  Guard." 
For  Officers,  add  to  foregoing  duties  of  "Commander  of  the  Guard"  and 
"Officer  of  the  Day." 

IV.  Administration — 

Instruction  should  be  given  to  all  officers,  selected  non-commissioned  offi- 
cers, and  privates,  and  should  include  preparation  of  all  reports  and  returns 
required  of  a  Company  of  the  Militia  by  the  State  and  Federal  authorities, 
and  study  of  the  "Rules  and  Regulations  of  Oregon  National  Guard"  and  the 
Federal  "The  Organized  Militia  Regulations." 

V.  First  Aid  and  Hygiene — 

Company  Commanders  are  authorized  to  call  on  the  senior  officer  of  the 
Medical  Corps  at  their  home  station  to  give  instruction  in  First  Aid  and 
in  Hygiene,  at  a  time  to  be  decided  after  mutual  consultation. 

At  least  two  hours  during  the  year  should  be  devoted  to  this  work. 

VI.    Instruction  of  Enlisted  Men — 

Too  much  care  cannot  be  exercised  in  the  instruction  of  the  recruits 
when  they  first  Join  the  Company.  This  should  be  made  thorough  but  not 
onerous,  but  the  recruit  should  not  be  placed  in  the  ranks  for  Company  drill 
until  he  knows  the  "School  of  the  Soldier"  and  he  should  not  begin  small 
arms  practice  until  he  has  had  "Sighting  and  Aiming  Drills"  and  "Gallery 
Practice." 

If  practicable,  parts  of  this  instruction  should  be  imparted  at  special 
drills. 
VII.    Instruction  of  Officers — 

Officers  should  know  the  subjects  and  instruct  the  men,  but  it  is  realized 
that  this  is  not  always  the  case.  In  such  instances,  some  instruction  even 
if  partly  erroneous  is  better  than  none  at  all,  and  at  least  the  text-book  can 
be  used  for  Joint  instruction,  but  the  better  way  is  for  the  officer  to  instruct 
himself  and  then  do  the  best  he  can  to  impart  his  knowledge  to  his  men. 

Officers  should  take  advantage  of  every  opportunity  to  learn  the  subjects 
specified  in  this  order,  and  in  addition  those  specified  in  G.  O.  166  W.  D.  1911, 
under  "Basic  Course  for  All  Officers." 

Company  Commanders  are  reminded  that  they  are  responsible  for  the 
proper  instruction  of  their  officers. 

Staff  officers  and  non-commissioned  staff  officers  will  attend  instruction, 
especially  in  Artillery  work,  with  the  Company  where  they  reside.  This  con- 
fers no  authority  for  them  to  interfere  with  the  work  of  the  Company  Com- 
mander. 

By  order  of  the  Commander-in-Chief. 

JOSEPH  BAUMGABTNEB, 

Adjutant  General. 


INSTRUCTION    IN 


TROLL1 


NATIONAL   GUARD   INSTRUCTION    IN   THEORY   AND    PRACTICE   OF 

SCOUTING. 


DETACHMENT  OF  CO.  M.,  1ST  INF.,  V.   N.   G.,  ON  THE  LONG  TRAIL  IN  THE 

GREEN  MOUNTAINS. 


MILITARY  EDUCATION  OP  THE  ORGANIZED  MILITIA.  391 

VERMONT. 

Vermont  first  instituted  a  service  school  in  1908,  which  has  been 
changed  in  minor  features  since,  and  at  present  conforms  to  the  general 
outlines  of  the  following  extracts  from  State  orders : 


All  officers  of  the  line  of  the  First  Infantry  are  required  to  take  the  pre- 
scribed course  in  the  Service  School,  Vermont  National  Guard,  unless  especi- 
ally exempted.  The  course  will  consist  of  42  lessons  covering  a  period  of 
three  years,  and  will  embrace  the  following  subjects: 

1.  Infantry  Drill  Regulations — 5  lessons. 

2.  Manual  of  Guard  Duty — 3  lessons. 

3.  Small  Arms  Firing  Regulations — 3  lessons. 

4.  Map  Reading  and  Orientation — 3  lessons. 

5.  Field  Service  Regulations— 7  lessons. 

6.  Minor  Tactics: 

(a)     Patrolling — 1  lesson. 
(6)     Advance  Guard — 1  lesson. 

(c)  Outpost — 1  lesson. 

(d)  Attack — 1  lesson. 

(e)  Defense — 1  lesson. 
(/)     Rear  Guard — 1  lesson. 

7.  State  Regulations — 1  lesson. 

8.  Militia  Regulations — 1  lesson. 

9.  Tactics  (Map  Problems) — 3  lessons. 

10.  Field  Engineering — 4  lessons. 

11.  Military  Law  and  Procedure — 3  lessons. 

12.  Military  Topography — 3  lessons. 

2.  In  addition  to  the  above  all  officers  will  receive  practical  and  theo- 
retical instruction  in  the  following  subjects: 

Company  papers. 

Care  of  troops. 

Care  and  preservation  of  the  rifle. 

Kitchen  management  and  expedients. 

Camp  sanitation. 

Military  sketching. 

Law  of  Riot  Duty. 

3.  Two  subjects  will  be  taken   simultaneously  throughout  the   school 
season  which  will  continue  from  October  to  April,  both  months  inclusive,  in 
each  fiscal  year.    A  mark  of  75%  in  a  given  subject  will  be  required  to  enable 
an  officer  to  be  considered  as  proficient  therein.    Officers  who  attain  an  aver- 
age of  95%  in  any  subject  will  be  exempted  from  professional  examination 
in  that  subject  for  a  period  of  three  years.    Officers  found  proficient  in  any 
subject  will  be  exempted  from  examination  in  that  subject  for  a  period  of 
one  year.    At  the  end  of  the  school  year  the  relative  standing  of  officers  in 
the  different  subjects  pursued  will  be  published. 

4.  Monthly  sets  of  questions  and  practical  problems  in  the  two  subjects 
for  that  month  will  be  prepared,  and  such  questions  will  be  mailed  to  each 
student  officer  on  or  before  the  first  of  each  month  during  the  school  season. 
Student  officers  will  prepare  answers  and  solutions,  and  forward  the  same 
in  season  to  reach  the  designated  Instructor  by  the  16th  of  that  month.    Fail- 
ure to  forward  solutions  by  the  required  time  will  not  be  excused  except  in 
case  of  sickness  or  absence  from  the  state.    Each  student  will  be  rated  on 
his  solution  by  one  or  more  Instructors  and  his  manuscript  showing  the  per- 
centage attained  and  indicated  errors,  together  with  an  approved  solution  of 
the  particular  test,  will  be  returned  by  the  1st  of  the  succeeding  month. 


General  Lee  S.  Tillotson,  The  Adjutant  General  of  Vermont,  in 
a  note  to  the  author  states,  "the  school  is  now  under  the  entire  control 


392  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

of  the  inspector-instructor,"   (Capt.  L.  J.  Mygatt,  5th  U.  S.  Inf.). 
This  is  evidenced  in  the  following  order : 

STATE  OF  VERMONT, 

GENERAL  ORDER      )  THE  ADJUTANT  GENERAL'S  OFFICE, 

No.  37.  J  St.  Albans,  Oct.  17,  1913. 

1.  Monthly  sessions  of  the  Service  School,  1st  Infantry,  V.  N.  G.,  are 
hereby  authorized  to  be  held  at  Montpelier,  Burlington  and  Bellows  Falls, 
commencing  in  November,  1913,  and  continuing,  in  the  discretion  of  the  In- 
spector-Instructor, until  and  including  April,  1914. 

2.  The  Inspector-Instructor,  with  the  approval  of  the  Regimental  Com- 
mander, will  make  all  arrangements  for  the  sessions  of  the  School,  designate 
the  officers  who  shall  attend  at  each  session,  prescribe  the  course  of  instruc- 
tion, detail  assistant  instructors,  etc.    Each  session  of  the  School  will  be  con- 
ducted by  the  Inspector-Instructor,  who  will  report  to  this  office  the  names 
of  the  officers  in  attendance.    At  the  close  of  the  School  year  the  Inspector- 
Instructor  will  make  a  general  report,  covering  the  work  of  the  year,  and 
the  result  will  be  published  in  orders  from  this  office. 

3.  The   Quartermaster  General   will  provide  for  the  actual  necessary 
expenses  of  officers  attending  the  School,  and  other  incidental  expenses,  per- 
taining thereto. 

By  command  of  Gov.  FLETCHER. 

LEE  S.  TILLOTSON, 

The  Adjutant  General, 

Chief  of  Staff.  - 


APPENDIX  I. 

The  following  list  of  questions  are  representative  of  what  may 
be  asked  at  any  examination  in  the  future  for  entrance  to  the  United 
States  Military  Academy  at  West  Point,  New  York.  The  questions  are 
to  be  in  no  way  considered  as  including  any  likely  to  be  asked  in  future 
tests.  They  represent  the  scope  of  the  examination  only.  Each  subject 
is  introduced  by  a  resume  of  the  points  considered  most  important  : 

Algebra.  —  Candidates  will  be  required  to  pass  a  satisfactory  examina- 
tion in  that  portion  of  algebra  which  includes  the  following  range  of  sub- 
jects: definitions  and  notation;  the  fundamental  laws;  the  fundamental 
operations,  viz.:  addition,  subtraction,  multiplication  and  division;  factor- 
ing; highest  common  factor;  lowest  common  multiple;  fractions,  simple  and 
complex;  simple,  or  linear,  equations  with  one  unknown  quantity;  simultane- 
ous, simple,  or  linear,  equations  with  two  or  more  unknown  quantities; 
involution,  including  the  formation  of  the  squares  and  cubes  of  polynomials; 
binomial  theorem  with  positive  integral  exponents;  evolution,  including  the 
extraction  of  the  square  and  cube  roots  of  polynomials  and  of  numbers; 
theory  of  exponents;  radicals,  including  reduction  and  fundamental  opera- 
tions, rationalization,  equations  involving  radicals,  operations  with  imag- 
inary numbers,  quadratic  equations;  equations  of  quadratic  form;  simul- 
taneous quadratic  equations;  ratio  and  proportion;  arithmetical  and  geo- 
metrical progressions.  Candidates  will  be  required  to  solve  problems  in- 
volving any  of  the  principles  or  methods  contained  in  the  foregoing 
subjects: 

The  following  questions  were  used  at  a  recent  examination: 
1.     (a)   Simplify  [(#—  y)2+6a^]—  [(#2+2a?3/)  —  [a;2— 


(&)  Factor    (1)    o»69+64c8         (2)  x*—  y1—  2y—  1        (3)  a?—  3a?2+4. 

2.  Solve  \  /  --  h  5  —  V  /  --  5=2.  Prove  that  your  answers  are  correct. 

V     a?2  V     x* 

3.  How  many  terms  will  there  be  in  the  expansion  of  (aTV+H)15  by  the 
Binominal  Formula?    Write  the  6th  term  in  the  simplest  form.    What  other 
term  will  have  the  same  coefficient?    Write  down  this  term  and  simplify  it. 

4.  A  number  of  workmen,  who  receive  the  same  wages,  earn  together 
a  certain  sum.    Had  there  been  7  more  workmen,  and  had  each  one  re- 
ceived 25  cents  more,  their  Joint  earnings  would  have  increased  by  $18.65. 
Had  there  been  4  fewer  workmen,  and  had  each  one  received  15  cents  less, 
their  Joint  earnings  would  have  decreased  by  $9.20.    How  many  workmen 
are  there,  and  how  much  does  each  one  receive? 

5.  (a)  Find  the  value  of  5x*+2x>—  3a?—  1  when  x=l  V—  4. 
(6)   Simplify 


6.  Two  trains  run  toward  each  other  from  A  and  B  respectively,  and 
meet  at  a  point  which  is  15  miles  further  from  A  than  it  is  from  B. 
After  the  trains  meet,  it  takes  the  first  train  2%  hours  to  run  to  B,  and  the 
second  3%  hours  to  run  to  A.  How  far  is  it  from  A  to  B? 


394  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

1           1  \ 
I  0=4. 

a          ~b  ' 

7.  Solve    ± 

x  y 

jz+&        a — & 

8.  (a)  Deduce  a  test  for  finding  when  the  roots  of  the  equation  axz+bx 
4-c=0  are:  1°  real  and  unequal;  2°  real  and  equal;  3°  imaginary;  4°  numer- 
ically equal  with  contrary  signs. 

(&)  Apply  the  tests  to  find  the  nature  of  the  roots  of  the  equations 
1° 
2° 


9.  Given  a  square  whose  side  is  2.  The  middle  points  of  its  adjacent 
sides  are  Joined  by  straight  lines  forming  a  second  square  inscribed  in 
the  first.  In  the  same  manner,  a  third  square  is  inscribed  in  the  second,  a 
fourth  in  the  third,  and  so  on  indefinitely.  Find  the  sum  of  the  perimeters 
of  all  the  squares. 

Substitute  for  any  one  of  the  above.— A  person  has  $6,500,  which  he  di- 
vides into  two  portions  and  lends  at  different  rates  of  interest,  so  that  the 
two  portions  produce  equal  returns.  If  the  first  portion  had  been  lent  at 
the  second  rate  of  interest,  it  would  have  produced  $180;  and  if  the 
second  portion  had  been  lent  at  the  first  rate  of  interest,  it  would  have  pro- 
duced $245.  Find  the  rates  of  interest. 

Plane  Geometry. — Candidates  will  be  required  to  give  accurate  defi- 
nitions of  the  terms  used  in  plane  geometry,  to  demonstrate  any  proposition 
of  plane  geometry  as  given  in  the  ordinary  textbooks  and  to  solve  simple 
geometrical  problems  either  by  a  construction  or  by  an  application  of  algebra. 

The  following  questions  were  used  at  a  recent  examination: 

1.  Theorem:     The  three  medians  of  any  triangle  intersect  in  a  com- 
mon point  which  is  at  two-thirds  of  the  distance  from  each  vertex  to  the 
middle  of  the  opposite  side. 

2.  Theorem:     If  two  triangles  have  their  three  sides  respectively  equal, 
the  triangles  are  equal  in  all  respects. 

3.  (a)     How  many  circles  can  be  drawn  tangent  to  three  given  straight 
lines?     (b)     Problem:     To  draw  a  circle  through  a  given  point  and  tangent 
to  two  given  straight  lines. 

4.  Theorem:     If  two  parallel  right  lines  be  divided  into  corresponding 
parts,  proportional  each  to  each,  and  straight  lines  be  drawn  through  the 
corresponding  points  of  division,  these  straight  lines  will  pass  through  a 
common  point. 

5.  Exercise:     Find  the  locus  of  all  points,  the  sum  of  the  squares  of 
the  distances  of  any  one  of  which  from  two  fixed  points  is  equal  to  a  given 
square. 

6.  Problem:     Given  two  circles,  to  construct  a  third  circle  equivalent 
to  their  difference. 

7.  Exercise:     If  the  radius  of  a  circle  is  5,  find  the  area  of  the  seg- 
ment subtended  by  the  side  of  a  regular  hexagon. 

8.  Theorem:     The  areas  of  two  triangles  which  have  an  angle  of  the 
one  equal  to  an  angle  of  the  other,  are  to  each  other  as  the  products  of  the 
sides  including  those  angles. 

9.  Problem:     Through  a  given  point  on  one  side  of  a  triangle  to  draw 
a  right  line  which  shall  divide  the  triangle  into  two  equivalent  areas. 

Substitute  for  any  one  of  the  above. — (a)  Define  commensurable  quan- 
tities; incommensurable  quantities.  Give  example  of  each,  (b)  Theorem: 
In  the  same  circle  or  equal  circles,  two  angles  at  the  centre,  have  the  same 
ratio  as  their  intercepted  arcs  (whether  commensurable  or  incommensur- 
able). 

English  Grammar. — Candidates  must  have  a  good  knowledge  of  English 
grammar;  they  must  be  able  to  define  the  terms  used  therein;  to  define 
the  parts  of  speech;  to  give  inflections,  including  declension,  conjugation 
and  comparison;  to  give  the  corresponding  masculine  and  feminine  gender- 
nouns;  to  give  and  apply  the  ordinary  rules  of  syntax. 

They  must  be  able  to  parse  correctly  any  ordinary  sentence;  giving  the 
subject  of  each  verb,  the  governing  word  of  each  objective  case,  the  word 


APPENDIX.  395 

for  which  each  pronoun  stands  or  to  which  it  refers,  the  words  between 
which  each  preposition  shows  the  relation,  precisely  what  each  conjunction 
and  each  relative  pronoun  connects,  what  each  adjective  and  adverb  quali- 
fies or  limits,  the  construction  of  each  infinitive,  and  generally  to  show  a 
good  knowledge  of  the  function  of  each  word  in  the  sentence. 

They  must  be  able  to  correct  in  sentences  or  extracts  any  ordinary  gram- 
matical errors. 

It  is  not  required  that  any  particular  textbook  shall  be  followed;  but 
the  definitions,  parsing,  and  corrections  must  be  in  accordance  with  good 
usage  and  common  sense. 

The  examination  may  include  questions  similar  to  the  following: 

1.  a.    He  comes,  the  herald  of  a  noisy  world,    b.    Next  Anger  rushed, 
his  eyes  on  fire.    c.    Get  on  your  night-gown,  lest  occasion  call  us  and  show 
us   to   be    watchers,    d.    Hark!    Hark!    the    lark   at    heaven's    gate    sings, 
e.    Why  do  you  stay  so  long,  my  lords  of  France?    f.    Go  you  before  to 
Gloucester  with  these  letters,    g.     Society  has  been  called  the  happiness  of 
life.    h.    The   guardsman   defended   himself  bravely,    i.    They   that   rever- 
than  it  will  in  many  places  with  any  amount  of  care" — Henry  D.  Thoreau. 
ence  too  much  old  times  are  but  a  scorn  to  the  new.    J.    I  will  bring  you 
certain  news  from  Shrewsbury. 

In  the  above  sentences  pick  out  the  following  grammatical  construc- 
tions. (Indicate  the  number  of  the  sentence  and  write  the  word  or  words 
which  answer  the  question.) 

Imperative  mood.  Abstract  noun.  Transitive  verb.  Two  relative  pro- 
nouns. Noun  in  apposition.  Verb  in  subjunctive  mood.  Adverb  of  manner. 
Relative  pronoun.  Indirect  object.  Interjection. 

2.  Write  a  simple  sentence  containing  a  compound  subject.    Write  a 
simple  sentence  containing  a  compound  predicate.    Write  a  complex  sentence 
containing  an   adjective  clause.    Write  a  complex  sentence  containing  an 
adverbial  clause  of  manner.    Write  a  sentence  containing  a  preposition  with 
a  compound  object.    Write  a  sentence  containing  an  adverb  clause  of  time. 
Write  a  sentence  containing  a  noun    (or  substantive)    clause  used  as  the 
subject  of  the  sentence.    Write  a  complex  sentence  containing  an  adverb 
clause  of  place.    Write  a  sentence  containing  an  adjective  phrase  and  an 
adverb  phrase.    Write  a  sentence  containing  a  verb  in  the  passive  voice. 

3.  Write  sentences  containing  the  following:     The  Preterite  (or  Past) 
Tense  (active  voice)  of  the  verb  "choose."    The  Perfect  Tense  (active  voice) 
of  the  verb  "swim."    The  Pluperfect  (or  Past  Perfect)  Tense  (active  voice) 
of  the  verb  "burst."    The  Future  Perfect  Tense  (active  voice)   of  the  verb 
"eat."    The  Perfect  Tense  (active  voice)  of  the  verb  "know."    The  Present 
Participle   of   the   verb    "lie."     The    Perfect    Infinite   of   the   verb    "study." 
The   Perfect  Participle  of  the  verb   "knock."    The  Future   Tense,   Passive 
Voice,  of  the  verb  "defeat."    The  Future  Perfect  Tense,  Passive  Voice,  of 
the  verb  "pay." 

4.  In  the  passage  below,  indicate  the  gender  of  all  the  nouns  and  pro- 
nouns  by   the   following   device:    underscore   once   those   that   are   mascu- 
line; twice  those  that  are  feminine;  thrice  all  those  that  are  neither. 

"The  bride  kissed  the  goblet,  the  knight  took  it  up. 
He  quaffed  off  the  wine,  and  he  threw  down  the  cup, 
She  looked  down  to  blush,  and  she  looked  up  to  sigh, 
With  a  smile  on  her  lips  and  a  tear  in  her  eye. 
He  took  her  soft  hand  ere  her  mother  could  bar, — 
"Now  tread  we  a  measure!"  said  young  Lochinvar. 
So  stately  her  form  and  so  lovely  her  face, 
That  never  a  hall  such  a  galliard  did  grace; 
While  her  mother  did  fret,  and  her  father  did  fume, 
And  the  bridegroom  stood  dangling  his  bonnet  and  plume; 
And  the  bride-maidens  whispered,  "  'Twere  better  by  far 
To  have  matched  our  fair  cousin  with  young  Lochinvar." 
6.    Write  sentences  containing  the  following:     An  auxiliary  verb.    The 
comparative  of  "recent."    The  superlative  of  "bad."    The  plural  of  "lilly." 
The  masculine  of  "witch."    An  intransitive  verb.    A  collective  noun.    The 
comparative  of  "lazy."    The  plural  of  "shelf."    The  plural  of  "ruby." 

6.  Parse  the  words  in  italics  in  the  following  sentence:  "Some  soils, 
like  the  rocky  tract  called  the  Estabrooke  Country  in  my  neighborhood,  as 
so  suited  to  the  apple,  that  it  will  grow  faster  in  them  without  any  care, 


396  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

7.  Correct  all  the  errors  in  the  following:  The  man  which  committed  the 
murder  was  hung.    Who  can  this  letter  be  from?    It  is  me  that  he  fears. 
The  red  rose  smells  sweetly,  but  the  yellow  one  does  not  smell  so  good. 
He  asked  if  either  of  the  men  could  identify  their  own  clothing. 

8.  Punctuate  and  capitalize  the  following:     It  was  old  dr  parr  who  said 
or  sighed  in  his  last  illness  oh  if  i  can  only  live  till  strawberries  come  the 
old  scholar  imagined  that  if  he  could  weather  it  till  then  the  berries  would 
carry  him  through  no  doubt  he  had  turned  from  the  drugs  and  the  nostrums 
or  from  the  hateful  food  to  the  memory  of  the  pungent  penetrating  and 
unspeakably  fresh  quality  of  the  strawberry  with  the  deepest  longing  the 
strawberry  is  always  the  hope  of  the  invalid  and  sometimes  no  doubt  his 
salvation  it  is  the  first  and  finest  relish  among  the  fruits  and  well  merits 
dr  botelers  memorable  saying  that  doubtless  god  could  have  made  a  better 
berry  but  doubtless  god  never  did  John  burroughs 

English  Composition  and  English  Literature. — Candidates  will  be  re- 
quired : 

1.  By  the  writing  of  short  themes  on  subjects  chosen  by  themselves 
within  limits  set  by  the  examination  paper,  to  prove   (a)   their  ability  to 
spell,  capitalize,  and  punctuate,  and    (b)    their  mastery  of  the  elementary 
principles  of  composition,  including  paragraphing  and  sentence  structure. 

2.  To   give   evidence   of  intelligent   acquaintance  with   three   plays   of 
Shakespeare:   one  comedy,  one  history,  and  one  tragedy — The  Merchant  of 
Venice,  Henry  V,  and  Macbeth  being  especially  recommended. 

3.  To  exhibit  a  fair  knowledge  of  the  history  of  English  literature  and 
of  the  names  of  the  most  prominent  authors,  and  of  the  names  of  their 
principal  works. 

The  general  character  and  scope  of  the  examination  are  indicated  by 
the  following  specimen: 

1.  In  a  few  paragraphs  (about  250  words)  tell  the  most  important  facts 
about  the  life  and  works   of  any  one  of  the   following  authors:     Robert 
Burns,  John  Milton,  John  Keats,  Edgar  AllanPoe,  Alfred  Tennyson,  Charles 
Dickens. 

2.  In  a  few  paragraphs  (about  250  words)  discuss  the  Victorian  period 
in  English  Literature,  paying  attention  to  the  following  points:      (a)   the 
characteristics  of  the  literature,   (b)   the  chief  writers,  both  in  prose  and 
poetry. 

3.  In  a  few  paragraphs  (about  250  words)   discuss  the  Puritan  period 
in  English  literature,  telling  what  is  meant  by  the  term,  the  object  and 
results  of  the  Puritan  movement,  the  chief  writers  with  their  works,  and 
the  main  characteristics  of  the  literature. 

4.  Elective  Question  (may  be  chosen  in  place  of  either  2  or  3).    Write 
a  few  paragraphs  (250  words)  on  the  characteristics  and  importance  of  the 
works  of  the   Concord   writers,   Emerson,   Hawthorne,   and   Thoreau,   men- 
tioning the  chief  works  of  each. 

5.  Write   two  compositions   of  about   200   words   each,   selecting  your 
subjects  from  the  following  list:     a.    The  story  of  the  chase.     (Lady  of 
the  Lake — Scott.)     b.     Silas   Marner's   Early  Life.     (Silas   Marner — George 
Eliot.)     c.    The    Story    of    Jessica.     (Merchant    of    Venice — Shakespeare.) 
d.    The  Character  of  Brutus.     (Julius  Caesar — Shakespeare.)     e.    The  Story 
of  Ida  and  the  Prince.     (The  Princess — Tennyson.)     f.    The  Trial  of  Re- 
becca.    (Ivanhoe — Scott.)     g.    The   Murder   of   Duncan.     (Macbeth — Shake- 
speare.)    h.    Character  Sketch  of  the  Ancient  Mariner.     (The  Ancient  Mari- 
ner— Coleridge.)     i.    Threshing  Day  on  a  Western  Farm.    j.    The  Village 
Drug  Store,    k.     Along  the  Wharves  in  a  Seaport  Town.     1.    An  Irrigated 
Farm.     m.    A  Cotton  Mill.    n.    An  Accident. 

Geography.— Candidates  will  be  required  to  pass  a  satisfactory  examina- 
tion in  descriptive  geography  and  the  elements  of  physical  geography. 
A  preponderance  of  weight  is  attached  to  a  knowledge  of  the  geography 
of  the  United  States. 

In  descriptive  geography  of  the  United  States,  candidates  should  be 
thoroughly  informed  as  to  its  general  features  and  boundaries;  adjacent 
oceans,  seas,  bays,  gulfs,  sounds,  straits,  and  islands;  lakes,  the  location 
and  extent  of  mountain  ranges;  the  sources,  directions,  and  terminations 
of  the  important  rivers,  the  names  of  their  principal  tributaries,  and  at 
what  points,  if  any,  these  rivers  break  through  highlands  on  their  way 
to  the  ocean;  the  water  routes  of  communication  from  one  part  of  the 


APPENDIX.  397 

country  to  another;  the  location  and  termination  of  important  railroad  lines; 
the  boundaries  of  the  several  States  and  Territories  and  their  order  along 
the  coasts,  frontiers  and  principal  rivers;  the  locations  and  boundaries  of 
the  island  possessions;  and  the  names  and  locations  of  the  capitals  and 
other  important  cities  of  the  several  States,  Territories  and  island  posses- 
sions. 

In  short,  the  knowledge  should  be  so  complete  that  a  clear  mental  pic- 
ture of  the  whole  of  the  United  States  is  impressed  on  the  mind  of  the 
candidate. 

In  descriptive  geography  of  other  countries,  candidates  should  be 
familiar  with  the  continental  areas  and  grand  divisions  of  water;  the 
earth's  surface,  the  large  bodies  of  water  which  in  part  or  wholly  surround 
the  grand  divisions  of  the  land;  the  capes,  from  what  parts  they  project 
and  into  what  waters,  the  principal  peninsulas,  location,  and  by  what 
waters  embraced;  the  parts  connected  by  an  isthmus;  the  principal  islands, 
location  and  surrounding  waters;  the  seas,  gulfs,  and  bays,  the  coasts  they 
indent  and  the  waters  to  which  they  are  subordinate;  the  straits,  the  lands 
they  separate,  and  the  waters  they  connect;  the  locations  of  the  principal 
lakes;  the  locations,  boundaries,  capitals  and  principal  cities  of  the  political 
divisions  of  the  world. 

In  physical  geography,  candidates  should  be  familiar  with  the  relief 
of  the  earth's  surface;  the  principal  mountain  systems,  the  river  systems 
and  watersheds;  the  coastal  and  lake  plats:  and  the  influence  of  climate, 
soil,  mineral  deposits  and  other  physical  features  on  the  resources,  industries, 
commercial  relations  and  development  of  a  country  and  its  people,  espe- 
cially of  the  United  States. 

The  following  questions  were  used  at  a  recent  examination: 

1.  Define  (a)  Geography,  (b)  Physical  Geography,  (c)  strait,  (d)  isth- 
mus, (e)  isotherm. 

2.  In  respect  of  climate,  into  what  zones  is  the  earth's  surface  divided? 
Name  the  circles  separating  these  zones  from  one  another.    In  what  zone 
are  the  Philippines? 

3.  (a)     What   and   where   is    the    International    Date   Line?     (b)     In 
going  from  San  Francisco  to  Manila  is  a  day  lost  or  gained?    Give  reasons 
for  answer. 

4.  How  many  "times"  has  the  United  States?    What  are  they? 

5.  What  waters  surround  the  United  States? 

6.  Is  it  possible  to  go  from  Duluth  to  Detroit  by  water?    If  so,  what 
bodies  of  water  would  be  passed  through? 

7.  Name  the  larger  islands  of  the  Philippines,  and  of  the  Hawaiian 
Group,  respectively.     On  what  island  is  Manila?    Honolulu?    Iloilo? 

8.  Name  two  great  coal  regions  of  the  United  States. 

9.  What  is  (a)  the  most  northern  State  of  the  United  States?  (b)  the 
most  southern?  (c)  the  most  eastern?  (d)  the  most  western? 

10.  Which  of  the  United  States  has  the  longest  coast  line? 

11.  Where  is  the  Mohawk  Valley? 

12.  Bound — Michigan,  Kentucky,  Connecticut. 

13.  Locate  accurately  the  following  cities — El  Paso,  Albany,  Zamboanga, 
Panama,  San  Antonio,  Kalamazoo. 

14.  Name  the  transcontinental  railways  west  of  the  Mississippi  in  order 
from  north  to  south.  I 

15.  Name    the    countries    of    Central    America.    Which    one    of    these 
borders  on  Mexico? 

16.  Name  in  order,  beginning  at  the  Isthmus  of  Panama,  the  countries 
of  South  America  that  touch  on  the  Caribbean  Sea  and  the  Atlantic  Ocean. 

17.  The    meridian    through    Atlanta,    Georgia,    intersects    what    South 
American  Republics?    Is  the  continent  of  South  America,  as  a  whole,  east 
or  west  of  the  United  States? 

18.  What  two  countries  of  South  America  have  no  sea  coast? 

19.  A   vessel   goes   from   London,   England    to    San   Francisco   by   the 
Suez  Canal.     Through  what  waters  does  it  pass? 

20.  What  waters  connect  the  black  Sea  with  the  Mediterranean?    The 
Gulf  of  Aden  with  the  Red  Sea? 

21.  Where  does  the  Danube  rise?  through  what  countries  does  it  flow? 
and  where  does  it  empty? 

22.  What  three  rivers  flow  north  into  the  Arctic  from  Siberia? 


398  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

23.  What  mountains  lie  between   Prance  and   Spain?    Between   Tibet 
and  India? 

24.  Name  in  order  in  a  clockwise  direction  the  countries  bordering  on 
the  Mediterranean. 

25.  Where  is — Mount  Shasta,  Popocatepetl,  Chimborazo,  Everest,  Apo, 
Fujiyama,  Blanc,  Mayon. 

26.  Where   and   what  is — Mukden,   Vladivostok,   Liberia,   Melilla,   The 
Celebes. 

27.  Locate— Elba,  Saint  Thomas,  Cape  Race,  Hankow,  Formosa,  Bonin 
Island,   Juarez,   Zanzibar,   Colon,   Volga   River,   Elbe   River,    Cebu,    Seville, 
Andalusia,    Zaragoza,    Macedonia,    Nepaul,    Bogota,    Beirut,    Malta,    Macao, 
Dublin. 

28.  Name  the  capitals  respectively  of — Afghanistan,  Portugal,  Nebraska, 
Vermont,  French  Indo-China,  Philippine  Islands,  Montenegro,  Georgia,  Ore- 
gon, Roumania,  Persia,  Florida,  Java. 

History. —  Candidates  must  be  thoroughly  familiar  with  so  much  of  the 
History  of  the  United  States,  and  of  Ancient  Greece  and  Rome  as  is  con- 
tained in  good  high-school  textbooks  on  these  subjects,  and  must  have  a 
good  knowledge  of  the  important  facts  in  General  Ancient  History  and  in 
the  History  of  Medieval  Europe  to  the  end  of  the  fifteenth  century. 

In  History  of  the  United  States,  the  examination  will  include  questions 
concerning  early  discoveries  and  settlements;  the  forms  of  government 
in  the  colonies;  the  causes,  leading  events,  and  results  of  wars;  important 
events  in  the  political  and  economic  history  of  the  nation  since  its  founda- 
tion; and  the  elementary  principles  of  civil  government  with  special  refer- 
ence to  the  federal  congress,  executive  and  Judiciary. 

In  Ancient  History,  the  examination  will  include  questions  on  important 
persons  and  events  in  the  lengendary  and  authentic  history  of  Greece  and 
Rome,  and  on  general  important  facts  in  the  history  of  other  ancient  peoples, 
taking  some  account  also  of  Greek  art,  of  Greek  and  Roman  literature,  and 
especially  of  Roman  government. 

In  History  of  Medieval  Europe,  the  greater  emphasis  will  be  laid  on  the 
period  from  Charlemagne  to  the  end  of  the  Middle  Ages,  particularly  on 
events  connected  with  the  political  and  social  development  of  England. 

Questions  similar  to  the  following  in  character  and  scope  are  likely  to 
be  asked: 

1.  a.    Name  the  two  dynasties  which  existed  during  the  most  eventful 
period  of  Egyptian   History,    b.    What   arts   and   sciences  were   especially 
cultivated  in  ancient  Egypt? 

2.  a.     Who  were  the  Phoanicians  and  what  was  their  chief  industry? 

b.  By  whom  were  they  conquered?    c.    Mention   two   of  their   important 
colonies. 

3.  a.    Who  were  the  Medes?    b.    What  leader  overthrew  the  Medes? 

c.  Give  briefly  the  wars  of  conquest  of  Darius  I. 

4.  a.     Which   were   the   two   important   States   of   ancient   Greece?    b. 
Why  did  the  States  of  Greece  not  acquire  a  strong  national  unity? 

5.  a.     Who    was    Drace?    What    important    services    did    he    perform? 
b.    What  was  the  nature  of  the  reforms  of  Solon? 

6.  State  concisely  the  chief  significance  of  the  following — a.     Miltiades, 
b.     Thermopylae,  c.     Pericles,  d.     Themistocles,  e.     Thucydides,  f.     Plataea. 

7.  State  clearly  what  the  influence  of  the  Confederacy  of  Delos  was  on 
the  history  of  Athens. 

8.  a.     What   were   the   immediate   causes   of   the   Peloponnesian   War? 
b.     How  long  did  the  war  last?     c.     What  was  the  result? 

9.  a.    What  decisive   battle  under   the  leadership   of  Philip   of  Mace- 
don  showed  the  power  of  the  Macedonian  phalanx?    b.     Who  succeeded  to 
the  place  and  powers  of  Philip  of  Macedon?    c.     Who  were  the  opposing 
forces  and  principal  leaders  in  the  battle  of  Arbela?    What  was  the  effect 
of  this  battle  upon  the  civilization  of  Western  Asia? 

10.  a.     What  was  the  important  political  advantage  gained  by  the  first 
plebian  secession  in  the  early  history  of  the  Roman  Republic?    b.     What 
were  the  "Laws  of  the  Twelve  Tables?" 

11.  a.     Who  was  Pyrrhus  and  what  was  his  ambition?    b.     Cause  and 
result  of  his  war  with  the  Romans? 

12.  a.     What  was  the  immediate  cause  and  what  was  the  final  result 
of  the  Third  Punic  War?    b.    Discuss  briefly  the  conspiracy  of  Catiline. 


APPENDIX.  399 

13.  a.    What  reforms  did  the  Gracchi  seek?    b.    What  revolutionary 
act  did  Tiberius  Gracchus  commit? 

14.  a.     Name  the  members  of  the  First  Triumvirate,     b.     What  duties 
did  each  member  assume  and  what  advantages  did  each  member  gain  from 
it? 

15.  a.     Why  did  Caesar  cross  the  Rubicon   (B.  C.  49)?    What  was  the 
importance  of  this  act?    b.     Narrate  briefly  the  events  by  which  Octavius 
Caesar  attained  supreme  power. 

16.  a.    Who  was  Mohammed?    b.    What   is   meant  by  "the  Hegira?" 
c.    What  is  the  Koran? 

17.  a.    What  questions  regarding  the  civilization  of  Europe  were  de- 
cided in  the  Battle  of  Chalons  and  Tours?    b.    Who  was  the  leader  of  the 
victorious  side  in  the  battle  of  Tours? 

18.  a.    How  did  Duke  Pepin  become  King  of  the  Franks?    b.    Who 
were  the  leading  actors  in  the  restoration  of  the  Empire  in  the  West? 

19.  a.    In  what  countries  did  the  feudal  period  reach  its  height?    What 
are  the  main  characteristics  of  feudalism?    b.    Give  the  causes  of  the  de- 
cay of  feudalism. 

20.  Identify  the  following — a.    Battle  of  Hastings,  b.    Peter  the  Her- 
mit,  c.     The  Hussites,  d.     Hildebrand    (Pope   Gregory  VII),   e.     Dante. 

21.  a.     What  were  the  causes  of  the  Hundred  Years'  War?    b.    What 
effect  did  the  Battle  of  Crecy  have  upon  Feudalism  and  Chivalry? 

22.  a.     What  important  instrument  was  King  John  of  England  forced 
to  give  his  people?    b.    Mention  some  of  the  important  articles  of  this  in- 
strument?   c.    What   was   decided   at  the   battle  of  Bannockburn? 

23.  a.    What  brought  about  the  union  of  the  two  most  important  states 
of  Spain?    b.    What  effect  did  this  have  on  the  Moorish  power  in  Spain? 

1.  State    concisely    the    achievements    of — a.    DeNarvaez,    b.    DeSoto, 
c.     Hudson,    d.    LaSalle. 

2.  a.    Where  and  when   was   the  first  permanent  English   settlement 
in  America  made?    b.    What  arrangement  was  made  for  the  government  of 
this  settlement? 

3.  a.    When  and  where  did  the  first  colonial  assembly  in  America  meet? 
b.    What  was  Bacon's  Rebellion?    c.    When  and  where  was  the  first  per- 
manent English  settlement  in  New  England  established? 

4.  a.    What  brought  the  first  settlers  to  Maryland?    b.    Who  was  their 
leader? 

5.  a.    What    was    the    immediate    cause    of    the    Revolutionary    war? 
b.     What  were  "writs  of  assistance?"     c.     What  was  the  "Mutiny  Act?" 

6.  a.    When    and    where    did    the    first    Continental    Congress    meet? 
b.    What  was  accomplished  by  this  Congress?    c.    Name  the  original  thirteen 
colonies. 

7.  a.    Who  were  the  principal  leaders  in  the  two  Battles  of  Saratoga? 
b.    What  were  the  effects  on  the  American  people  of  these  battles?    c.    What 
was  the  Wyoming  Massacre? 

8.  a.    What  European  country  was  the  first  to  acknowledge  the  Ameri- 
can Independence?    b.    In  what  ways  did  this  country  aid  in  bringing  the 
Revolutionary  war  to  a  successful  close? 

9.  State  the  significance  of  the  following  in  U.  S.  history — a.     Shay's  Re- 
bellion, b.  Steuben,  c.  Alien  and  Sedition  laws,  d.  Kosciusko. 

10.  a.     What    were    the    causes    of    the    war    with    England    in    1812? 
b.     What  treaty  ended  this  struggle?    c.     Who  was  President  of  the  United 
States  during  this  war? 

11.  By  what  means,  from  whom,  and  during  whose  Presidency  were 
the   following   territories   obtained    for   the   United    States?— a.     Louisiana, 
b.     Florida,     c.     Alaska. 

12.  a.     What  was  the  "Spoils  System?"    b.     What  was  the  Nullification 
ordinance  passed  by  South  Carolina  in  1832? 

13.  Discuss  briefly  the  nature  and  importance  of  the  following — a.     The 
Wilmot  Proviso,    b.     The  Dred  Scott  Decision,     c.     The  Fugitive  Slave  Law. 

14.  Name  the  commanders  and  the  results  of  the  following  battles — 
a.     Vicksburg,    b.     Fredericksburg,     c.     Cold  Harbor. 

15.  Name  the  Presidents  of  the  United  States  who  have  had  a  second 
term  of  office. 

16.  a.    What  various  causes  underlay  the  declaration  of  war  against 
Spain?    b.    What  important  battles  on  land  and  sea  were  fought  during  the 


400  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

Spanish-American  war?    c.    What  treaty  ended  this  war  and  what  territory 
was  ceded  to  the  United  States  as  a  result  of  it? 

17.    How  is  an  amendment  to  the  Constitution  of  the  United   States 
made? 


APPENDIX  II. 

The  following  set  of  questions  was  asked  in  the  written  part  of 
a  recent  preliminary  examination  for  appointment  to  the  Medical  Corps 
of  the  United  States  Army.  The  satisfactory  passing  of  the  preliminary 
examination  is  requisite  to  entrance  to  the  Army  Medical  College  at 
Washington,  D.  C. : 

EXAMPLES  OF  WRITTEN  QUESTIONS. 

ANATOMY. 

1.  Give  the  anatomy  of  the  spermatic  cord. 

2.  Give  the  boundaries,  floor,  and  contents  of  Scarpa's  triangle. 

3.  Describe  the  spinal  cord. 

4.  Give  the  anatomy  of  the  caecum,  ascending,  transverse,  and  descend- 
ing colon,  and  their  relations. 

5.  Describe  the  sphenoid  bone. 

6.  Give  the  origin,  insertion,  and  action  of  the  following  muscles: 

(1)  Soleus. 

(2)  Peroneus   tertius. 

(3)  Teres  major. 

(4)  Scalenus  anticus. 

(5)  Gastrocnemius. 

PHYSIOLOGY   AND   HISTOLOGY. 

1.  What   features   would   enable  you   to   distinguish   a  section   of   the 
pancreas  from  a  section  of  the  parotid  gland? 

2.  Define  the  following  physiological  terms  concerning  the  phenomena 
of  muscle — contracture,  tetanus,  summation,  muscle  tonus,  and  rigor. 

3.  (a)     What  are  the  causes  of  intravascular  clotting?     (b)     How  is 
blood  regenerated  after  hemorrhage? 

4.  Describe  the  digestion  and  absorption  of  fats. 

5.  What  changes  take  place  in  an  artery  and  in  the  circulation  after 
ligation? 

6.  Describe  a  tubule  of  the  kidney  and  state  the  functions  of  its  dif- 
ferent portions. 

7.  Describe  the  mechanism  of  vision. 

8.  State  the  origin  and  function  of  lymph  and  describe  its  physical 
characters. 

9.  Discuss  the  corpus  luteum.    Does  it  indicate  pregnancy?    Explain. 

10.  What  are  the  Wolffian  bodies  and  what  becomes  of  them? 
Answer  eight  questions  only,  value  of  each  12l/2  per  cent. 

CHEMISTRY     AND     PHYSICS. 

1.  Define  atomic  weight;  molecular  weight.    The  weight  of  what  atom 
is  taken  as  a  standard? 

2.  State  in  detail  the  physical  and  chemical  properties  of  oxygen.    Ex- 
plain the  terms,  "combustion,"  "slow  combustion,"  and  "supporter  of  com- 
bustion." 

3.  What    is    carbon    monoxide?    Describe    its    physical    and    chemical 
properties. 

4.  State   the    composition    (formula)    and    describe   the   properties    of 
hydrochloric  acid.    Give  tests  by  which  it  may  be  recognized. 


APPENDIX.  401 

5.  In   what   principal   forms   or   combinations    is   potassium   found    in 
nature  and  from  what  source  is  the  chief  supply  of  potassium  obtained? 
Give  its  chemical  properties. 

6.  What  is  the  general  constitution  of  alcohols?   Of  ethers?   Mention  one 
of  each  with  formula. 

7.  What  is  meant  by  "equilibrium  of  forces?"     Give  diagram. 

8.  Discuss   the   contraction   or   expansion   of   matter   as   the   result   of 
variations   of   temperature.    At   what   temperature   has   water   the   greatest 
density?    Why  does  ice  float? 

9.  What    is    the    solar    spectrum?    What    are    "bright    line"    spectra? 
"Dark  line"  spectra? 

10.  What    is    meant    by    the    terms    "current";    "electromotive-force"; 
"resistance";  and  "potential"  as  applied  to  electricity  and  electric  apparatus? 

MATERIA    MEDICA    AND    THERAPEUTICS. 

1.  What  are  the  symptoms  in  chronic  lead  poisoning  and  how  should 
the  condition  be  treated? 

2.  In   what   conditions   and   in   what   manner   is   hypodermoclysis   em- 
ployed ? 

3.  What   are   the   causes   of   deficient   excretion    of   urea?    What   diet 
and  drugs  are  indicated  as  remedies  for  the  condition? 

4.  What  is  the  treatment  for  obstinate  hiccough? 

5.  How  is  milk  "pasteurized"? 

6.  What  is  glycerin? 

7.  How  would  you  put  a  patient  into  a  "hot  pack"? 

8.  How  does  radium  act  remedially  on  neoplasms  of  the  skin? 

9.  Contrast  the  use  of  morphin,  codein,  and  heroin. 

10.  Write   a  prescription   in   unabbreviated   Latin   for   a  tonic   in   pill 
form  giving  directions  in  English. 

SURGERY. 

1.  Give  the  symptoms  of  and  describe  an  operation  for  the  correction 
of  movable  kidney. 

2.  Describe   the   indications   and   the   technic   for   paracentesis   of   the 
membrana  tympani. 

3.  Describe  in  detail  two  methods  for  the  reduction  of  a  dislocation 
of  the  shoulder  joint. 

4.  Describe  three  methods  for  the  radical  cure  of  hemorrhoids  with 
reasons  for  the  employment  of  each  method. 

5.  Give  the  more  common  symptoms  of  chronic  appendicitis  and  state 
the  symptoms  that  indicate  extreme  urgency  for  operation. 

6.  Outline  the  surgical  treatment  of  gunshot  wounds  of  the  abdomen. 

7.  Describe  in  detail  the  application  of  two  methods  of  the  non-operative 
treatment  of  epithelioma  of  the  skin. 

8.  Describe  the  surgical  treatment  of  the  various  types  of  stricture 
in  the  male  urethra. 

9.  Give  the  symptoms  requiring  curettage  of  the  uterus  and  describe  in 
detail  the  technic  of  the  operation. 

10.  Name  the  complication  that  may  arise  from  undescended  testes  and 
describe  an  operation  for  its  correction. 

PRACTICE     OF     MEDICINE. 

1.  Discuss  the  causes  and  evidences  of  aortic  insufficiency. 

2.  Discuss  the  diagnosis  and  treatment  of  an  early  case  of  pulmonary 
tuberculosis. 

3.  Give  the  symptoms  and  blood  findings  of  pernicious  anaemia. 

4.  Give  the  symptoms  and  treatment  of  acute  cholecystitis. 

5.  How  is  a  positive  diagnosis  of  syphilis  made  in  the  primary  stage? 

6.  How  is  a  diagnosis  made  of  thrombosis  of  a  mesentery  blood  vessel? 


OBSTETRICS   AND  GYNECOLOGY. 

1.    Describe  briefly  a  method  of  hysterectomy. 


26 


402  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

2.  Give   reason   for   and   describe   in   brief   amputation   of   the   cervix 
uteri. 

3.  Give  briefly  the  symptoms  of  pregnancy. 

4.  Symptoms  and  diagnosis  of  breech  presentation. 

5.  Treatment  of  impacted  mento-posterior  position. 

6.  Give  important  measurements  of  the  foetal  skull. 

7.  Give  treatment  of  abortion. 

APPENDIX  III. 

NAMES  AND  LOCATION  OF  GARRISONED  POSTS  OF  THE 
UNITED  STATES  (APRIL,  1914). 

In  the  following  list  of  the  Garrisoned  Posts  of  the  United  States 
the  words  in  parenthesis  indicate  the  military  jurisdiction  of  the  post. 
The  nearest  town  or  city  is  also  given : 

Adams,  Ft,  R.  I.     (Eastern  Dept.)     Newport,  R.  I. 

Andrews,   Ft.,   Mass.     (Eastern   Dept.)     Boston,   Mass. 

Apache,  Ft.,  Ariz.     (Southern  Dept.) 

Armistead,  Ft.,  Md.  (subpost  of  Ft.  Howard).  (Eastern  Dept.)  Balti- 
more, Md. 

Armstrong,  Ft,  H.  T.  (subpost  of  Ft.  Ruger).  (Hawaiian  Dept.)  Hono- 
lulu, H.  T. 

Army  and  Navy  General  Hospital,  Ark.    Hot  Springs,  Ark. 

Augusta  Arsenal,  Ga.     Augusta,  Ga. 

Baker,  Ft.,  Cal.     (Western  Dept.)     Sausalito,  Cal. 

Banks,  Ft.,  Mass.     (Eastern  Dept.)     Boston,  Mass. 

Barrancas,  Ft.,  Fla.     (Eastern   Dept.)     Pensacola,   Fla. 

Barry,  Ft.,  Cal.     (Western  Dept.)     Sausalito,  Cal. 

Bayard,  Ft.,  General  Hospital,  N.  Mex.     Bayard,  N.  Mex. 

Benicia,  Arsenal,  Cal.    Benicia,  Cal. 

Benjamin  Harrison,  Ft.,  Ind.     (Central  Dept.)     Indianapolis,  Ind. 

Bliss,  Ft.,  Tex.     (Southern  Dept.)     El  Paso,  Tex. 

Boise  Barracks,  Idaho.     (Western  Dept.)     Boise,  Idaho. 

Brady,  Ft.,  Mich.     (Central  Dept.)     Sault  Ste.  Marie,  Mich. 

Canby,  Ft.,  Wash,  (subpost  of  Ft.  Stevens,  Oreg).  (Western  Dept.) 
Ilwaco,  Wash. 

Carroll,  Ft.,  Md.  (subpost  of  Ft.  Howard).  (Eastern  Dept.)  Baltimore, 
Md. 

Casey,  Ft.,  Wash.     (Western  Dept.)     Port  Townsend,  Wash. 

Caswell,  Ft.,  N.  C.     (Eastern  Dept.)     Southport,  N.  C. 

Cayey,  Porto  Rico.     (See  Henry  Barracks.) 

Clark,  Ft.,  Tex.     (Southern  Dept.)     Brackettville,  Tex. 

Columbia,  Ft.,  Wash.  (Western  Dept.)  McGowan,  Wash.  (Southern 
Dept.)  Columbus,  N.  M. 

Columbus  Barracks,  Columbus,  Ohio.     Columbus,  Ohio. 

Columbus,  N.  M.     (Southern  Department). 

Constitution,  Ft,  N.  H.     (Eastern  Dept.)     New  Castle,  N.  H. 

Crockett,  Ft.,  Tex.     (Eastern  Dept.)     Galveston,  Tex. 

Crook,  Ft.,  Nebr.     (Central  Dept.) 

Dade,  Ft.,  Fla.     (Eastern  Dept.)     Palmetto,  Fla. 

D.  A.  Russell,  Ft.,  Wyo.     (Central  Dept)     Cheyenne,  Wyo. 

Davis,  Ft.,  Alaska.     (Western  Dept.)     Nome,  Alaska. 

De  Russy,  Ft,  H.  T.  (subpost  of  Ft.  Ruger).  (Hawaiian  Dept.)  Hono- 
lulu, H.  T. 

Des  Moines,  Ft.,  Iowa.     (Central  Dept.)     Des  Moines,  Iowa. 

De  Soto,  Ft,  Fla.  (subpost  of  Fort  Dade).  (Eastern  Dept.)  Tampa, 
Fla. 

Douglas,  Ariz.     (Southern  Dept.) 

Douglas,  Ft.,  Utah.     (Western  Dept.)     Salt  Lake  City,  Utah. 

Du  Pont,  Ft,  Del.     (Eastern  Dept.)     Delaware  City,  Del. 

Eagle  Pass,  Tex.     (Southern  Dept.)     Eagle  Pass,  Tex. 

El  Paso,  Tex.     (Southern  Dept.) 


APPENDIX.  403 

Ethan  Allen,  Ft.,  Vt.     (Eastern  Dept.)     Burlington,  Vt. 
Flagler,  Ft.,   Wash.     (Western   Dept.)     Port  Townsend,   Wash. 
Foster,  Ft.,  Me.   (subpost  of  Ft.  Constitution,  N.  H.).     (Eastern  Dept.) 
Kittery,  Me. 

Frankford   Arsenal,   Pa.     Bridesburg,   Philadelphia,   Pa. 
Gaines,  Ft,  Ala.   (subpost  of  Ft.  Morgan).     (Eastern  Dept.)     Dauphin 
Island,  Ala. 

Galveston,    Tex. 

George  Wright,  Ft.,  Wash.     (Western  Dept.)     Spokane,  Wash. 
Getty,  Ft,  R.  I.   (subpost  of  Ft.  Greble).     (Eastern  Dept.)     Ft.  Greble, 
R.  I. 

Gibbon,  Ft.,  Alaska.     (Western  Dept.)     Tanana,  Alaska. 
Grant,   Canal   Zone.     (Eastern   Dept.) 
Greble,  Ft.,  R.  I.     (Eastern  Dept.)     Newport,  R.  I. 
Hamilton,  Ft.,  N.  Y.     (Eastern  Dept.)     Ft.  Hamilton,  Brooklyn,  N.  Y. 
Hancock,  Ft,  N.  J.     (Eastern  Dept.)     Sandy  Hook,  N.   J. 
Heath,  Ft.,  Mass,     (subpost  of  Ft  Banks).     (Eastern  Dept)     Winthrop 
Branch,  Boston,  Mass. 

Henry  Barracks,  Porto  Rico.     (Eastern  Dept.)     Cayey,  P.  R. 
H.    G.   Wright,   Ft.,   N.   Y.     (Eastern   Dept.)     New   London,   Conn. 
Honolulu,  H.   T.     (Hawaiian   Dept.)     Honolulu,   H.   T. 
Howard,  Ft.,  Md.     (Eastern   Dept.)     Baltimore,  Md. 
Huachuca,  Ft.,  Ariz.     (Southern   Dept.)     Huachuca,  Ariz. 
Hunt,  Ft,  Va.     (Eastern  Dept.)     Hunter,  Va. 
Jackson  Barracks,  La.     (Eastern  Dept.)     New  Orleans,  La. 
Jay,  Ft.,  N.  Y.     (Eastern  Dept.)     New  York,  N.  Y. 
Jefferson  Barracks,  Mo.     St.  Louis,  Mo. 

Kamehameha,  Ft.,  H.  T.  (Hawaiian  Dept.)  Honolulu,  H.  T. 
Key  West  Barracks,  Fla.  (Eastern  Dept.)  Key  West,  Fla. 
Laredo,  Tex.  (Southern  Dept) 

Lawton,  Ft.,  Wash.     (Western  Dept.)     Seattle,  Wash. 
Leaven  worth,  Ft.,  Kansas.     (Central  Dept.)     Ft  Leaven  worth,  Kans. 
Leaven  worth,  Ft.,  Army  Service  Schools,  Kans.     Ft.  Leaven  worth,  Kans. 
Levett,  Ft.,  Me.  (subpost  of  Ft.  Williams).     (Eastern  Dept)     Portland, 
Me. 

Lincoln,  Ft.,  N.  Dak.     (Central  Dept.)     Bismarck,  N.  D. 
Liscum,  Ft.,  Alaska.     (Western  Dept.)     Liscum,  Alaska. 
Logan,  Ft.,  Colo.     Logan,  Colo.     (Denver,  Colo.) 

Logan    H.    Roots,    Ft.,    Ark.     (Eastern    Dept)    Argenta,    Ark.     (Little 
Rock.) 

Lyon,  Ft.,  Me.    (subpost  of  Ft.  McKinley.     (Eastern  Dept.)     Portland, 
Me. 

McDowell,  Ft.,  Cal.    Angel  Island,  Gal. 
Mclntosh,  Ft.,  Tex.     (Southern  Dept.)     Laredo,  Tex. 
Mackenzie,  Ft.,  Wyo.     (Central  Dept.)     Sheridan,  Wyo. 
McKinley,  Ft.,  Me.     (Eastern  Dept.)     Portland,  Me. 
McPherson,  Ft.,  Ga.     (Eastern  Dept.)     Atlanta,  Ga. 

McRee,    Ft.,    Fla.    (subpost    of    Ft    Barrancas).     (Eastern    Dept)     Ft 
Barrancas,  Fla. 

Madison   Barracks,  N.   Y.     (Eastern   Dept.)     Sacketts  Harbor,  N.   Y. 
Mansfield,  Ft,  R.  I.    (subpost  of  Ft  H.  G.  Wright).     (Eastern  Dept) 
Watch  Hill,  R.  I. 

Mason,  Ft.,  Cal.     (Western  Dept.)     San  Francisco,  Cal. 
Meade,  Ft,  S.  Dak.     (Central  Dept.)     Meade,  S.  Dak. 
Michie,  Ft,  N.  Y.  (subpost  of  Ft.  Terry,  N.  Y.).     (Eastern  Dept.)     New 
London,  Conn. 

Miley,    Ft.,    Cal.     (Western    Dept.)      (Subpost    of    Ft.    Winfield    Scott.) 
San  Francisco,  Cal. 

Missoula,  Ft.,  Mont.     (Central  Dept.)     Missoula,  Mont. 
Monroe,  Ft,  Va.     (Eastern  Dept) 
Morgan,  Ft.,  Ala.     (Eastern   Dept.)     Mobile,   Ala. 
Mott,  Ft,  N.  J.     (Eastern  Dept.)     Salem,  N.  J. 
Moultrie,  Ft.,  S.  C.     (Eastern  Dept)     Moultrieville,  S.  C. 
Myer,   Ft.,   Va.     (Eastern   Dept.)     (Washington,   D.    C.) 
Niagara,  Ft.,  N.   Y.     (Eastern   Dept.)     Youngstown,   N.   Y. 
Oglethorpe,   Ft.,   Ga.     (Eastern   Dept.)     Dodge,   Ga. 


404  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

Omaha,  Ft.,  Nebr.     (Central  Dept.)     Omaha,  Nebr. 

Ontario,  Ft.,  N.  Y.     (Eastern  Dept.)     Oswego,  N.  Y. 

Otis,  Camp,  Canal  Zone.     (Eastern  Dept.) 

Philip  Kearny,  Ft.,  R.  I.  (subpost  of  Ft.  Greble.)     (Eastern  Dept.)     Ft 
Greble,  R.  I. 

Philippine  Islands,  Manila,  P.  I. 

Pickens,   Ft.,   Fla.    (subpost   of   Ft.    Barrancas).     (Eastern   Dept.)     Ft. 
Barrancas,  Fla. 

Plattsburg  Barracks,  N.  Y.     (Eastern  Dept.)     Plattsburg,  N.  Y. 

Porter,  Ft.,  N.  Y.     (Eastern  Dept.)     Buffalo,  N.  Y. 

Preble,  Ft.,  Me.  (subpost  of  Ft.  Williams).     (Eastern  Dept.)     Portland, 
Me. 

Presidio  of  Monterey,  Cal.     (Western  Dept.)     Monterey,  Cal. 

Presidio  of  San  Francisco,  Cal.     (Western  Dept.)     Presidio   Stn.,   San 
Francisco,  Cal. 

Presidio  of  San  Francisco,  Letterman  General  Hospital,  Cal. 

Revere,  Ft.,  Mass,    (subpost  of  Ft.  Andrews,  Mass.).     (Eastern  Dept.) 
Hull,  Mass. 

Riley,  Ft.,  Kans.     (Central  Dept.)     Junction  City,  Kans. 

Robinson,  Ft.,  Nebr.     (Central  Dept.) 

Rock  Island  Arsenal,  111.,  Rock  Island,  111. 

Rodman,  Ft.,  Mass.     (Eastern  Dept.)     New  Bedford,  Mass. 

Rosecrans,  Ft.,  Cal.     (Western  Dept.)     San  Diego,  Cal. 

Ruger,  Ft.,  H.  T.     (Hawaiian  Dept.)     Honolulu,  H.  T. 

St.   Michael,  Ft,  Alaska.     (Western   Dept.) 

St.   Philip,   Ft.,  La.    (subpost  of  Jackson   Bks.,   La.)     (Eastern  Dept.) 

Sam  Houston,  Ft.,  Tex.     (Southern  Dept.) 

Sandy  Hook  Proving  Ground,  N.  J.,  Ft.  Hancock,  N.  J. 

San   Jacinto,   Tex.    (subpost   of   Ft.    Crockett).     (Eastern    Dept.)     Gal- 
veston,  Texas. 

San  Juan,  Porto  Rico.     (Eastern  Dept.)     San  Juan,  P.  R. 

Schofield  Barracks,  H.  T.     (Hawaiian  Dept)     Honolulu,  H.  T. 

Schuyler,  Ft,  N.  Y.    (subpost  of  Ft.  Totten,  N.  Y.).     (Eastern  Dept) 
Westchester  Stn.,  New  York  City. 

Screven,  Ft.,  Ga.     (Eastern  Dept.) 

Shafter,  Ft.,  H.  T.     (Hawaiian  Dept.)     Honolulu,  H.  T. 

Sheridan,  Ft.,  111.     (Central  Dept.)     (Near  Chicago,  111.) 

Sill,  Ft.,  Okla.     (Southern  Dept.)     Lawton,  Okla. 

Slocum,  Ft.,  N.  Y.     New  Rochelle,  N.  Y. 

Smallwood,  Ft,  Md.   (subpost  of  Ft.  Howard).     (Eastern  Dept.)     Balti- 
more, Md. 

Snelling,  Ft,  Minn.     (Central  Dept.)     (Near   St.   Paul,  Minn.) 

Springfield   Armory,   Mass.     Springfield,   Mass. 

Standish,  Ft.,  Mass,  (subpost  of  Ft.  Strong).     (Eastern  Dept.)     Boston, 
Mass. 

Stark,  Ft.,  N.  H.  (subpost  of  Ft.  Constitution).     (Eastern  Dept.)     Ports- 
mouth, N.  H. 

Stevens,  Ft.,  Oreg.     (Western  Dept.) 

Strong,  Ft.,  Mass.     (Eastern  Dept.)     Boston,  Mass. 

Sumter,  Ft.,  S.  C.   (subpost  of  Fort  Moultrie).     (Eastern  Dept.)     Moul- 
trieville,  S.  C. 

Terry,  Ft.,  N.  Y.     (Eastern  Dept.)     New  London,  Conn. 

Texas  City,  Tex.     (Temporary.) 

Thomas,  Ft.,  Ky.     (Eastern  Dept.)     Ft.  Thomas  Station,  Newport,  Ky. 

Totten,  Ft.,  N.  Y.     (Eastern  Dept.)     Whitestone,  N.  Y. 

Travis,  Ft,  Tex.  (subpost  of  Ft.  Crockett).     (Eastern  Dept.)     Galveston, 
Tex. 

U.  S.  Military  Prison,  Ft.  Leavenworth,  Kans.     Ft.  Leavenworth,  Kans. 

U.  S.  Military  Prison,  Alcatraz,  Cal.     (Pacific  Branch).     Alcatraz,  Cal. 

Vancouver  Barracks,  Wash.     (Western  Dept.)     Vancouver,  Wash. 

Wadsworth,  Ft.,  N.  Y.     (Eastern  Dept.)     Rosebank,  N.  Y. 

Walter  Reed  General  Hospital,  D.  C.,  Takoma  Park,  D.  C. 

Ward,  Ft.,  Wash.     (Western  Dept.)     Ft  Ward,  Wash,  (near  Seattle). 

Warren     Ft.,     Mass.     (Eastern     Dept.)     Ft.     Warren,     Mass.     (Boston 
Harbor.) 

Washington  Barracks,  D.  C.     (Eastern  Dept.)     Washington,  D.  C. 


APPENDIX.  405 

Washington,  Ft.,  Md.     (Eastern  Dept.)     Ft.  Washington,  Md. 

Watertown  Arsenal,  Mass.,  Watertown,  Mass. 

Watervliet  Arsenal,  N.  Y.    Watervliet,  N.  Y. 

Wayne,  Ft.,  Mich.     (Central  Dept.)     Detroit,  Mich. 

West  Point,  N.  Y.     (U.  S.  Mil.  Acad.)     West  Point,  N.  Y. 

Wetherill,  Ft.,  R.  I.   (subpost  of  Ft.  Adams).     (Eastern  Dept.)     James- 
town, R.  I. 

Whipple  Barracks,  Ariz.     (Southern  Dept.)     Whipple  Barracks,  Ariz. 

Whitman,  Ft.,  Wash,   (subpost  of  Ft.  Worden).     (Western  Dept.)     La- 
Conner,  Wash. 

Wm.  H.  Seward,  Ft.,  Alaska.     (Western  Dept.)     Haines,  Alaska. 

Williams,  Ft.,  Me.     (Eastern  Dept.)     Cape  Cottage,  Me. 

Winfield    Scott,   Ft.,   Cal.     (Western   Dept.) 

Wood,  Ft.,  N.  Y.     (Eastern  Dept.)     New  York,  N.  Y. 

Worden,  Ft.,  Wash.     (Western  Dept.)     Port  Townsend,  Wash. 

Yellowstone,  Ft.,  Wyo.     (Western   Dept.)     Yellowstone   Park,  Wyo. 

Yosemite  National  Park,  Cal.     (Western  Dept.) 
Note. — Garrison  schools  for  the  instruction  of  officers  and  post 

schools  for  enlisted  men  are  maintained  at  practically  all  of  these 
posts,  the  only  exceptions  being  forts  where  but  few  officers  and  sol- 
diers are  stationed.  A  glance  at  this  list  will  serve  to  impress  one  with 
the  extent  of  these  schools  both  from  their  number  and  their  geo- 
graphical distribution. 


APPENDIX  IV. 
THE  AUTHORIZED  STRENGTH  OF  THE  ARMY. 

It  is  essential,  to  form  a  definite  idea  of  the  sufficiency  of  any  edu- 
cational system,  to  have  a  knowledge  of  the  number  of  people  affected 
by  such  system.  With  this  in  view  the  information  in  this  Appendix 
is  given.  The  following  tabulated  statement  of  the  authorized  strength 
of  the  standing  Army  of  the  United  States  is  taken  from  the  February 
1914,  Army  List  and  Directory.  It  should  be  borne  in  mind  that  the 
figures  as  to  the  strength  of  the  various  arms  of  the  service  and  corps 
are  something  of  a  variable  quantity.  The  number  of  commissioned  of- 
ficers of  each  grade,  or  rank,  and  the  maximum  enlisted  numbers  are 
fixed  by  Congress.  There  are  few  changes  in  the  former  but  the  latter 
may  vary  several  thousand  from  month  to  month,  the  maximum  being 
100,000. 


406 


MILITARY  EDUCATION  IN  THE  UNITED  STATES. 


APPENDIX.  407 


APPENDIX  V. 

OFFICERS  OF  THE  ARMY  DETAILED  AS  PROFESSORS  OF 

MILITARY  SCIENCE  AND  TACTICS  AT  EDUCATIONAL 

INSTITUTIONS. 

Officers  of  the  Army  are  detailed  for  duty  with  civil  institutions 
of  learning  under  provisions  of  Section  1225,  Revised  Statutes,  as 
amended  by  the  Acts  of  Congress  Approved  September  26th,  1888; 
January  13th,  1891 ;  and  November  3,  1893. 


408 


MILITARY  EDUCATION  IN  THE  UNITED  STATES. 


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414 


MILITARY  EDUCATION  IN  THE  UNITED   STATES. 


APPENDIX.  415 

APPENDIX  VII. 

CONGRESSIONAL  ENACTMENTS  RELATING  TO  LAND 
GRANT  COLLEGES. 

The  following  Acts  of  Congress  relate  to  endowments  and  appro- 
priations affecting  land  grant  institutions  of  learning: 

MORRILL  LAND-GRANT  ACT  OF  1862. 

AN  ACT  Donating  public  lands  to  the  several  States  and  Terri- 
tories which  may  provide  colleges  for  the  benefit  of  agriculture  and 
the  mechanic  arts. 


Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the  United 
States  of  America,  in  Congress  assembled,  That  there  be  granted  to  the 
several  States,  for  the  purposes  hereinafter  mentioned,  an  amount  of 
public  land,  to  be  apportioned  to  each  State  a  quantity  equal  to  30,000 
acres  for  each  Senator  and  Representative  in  Congress  to  which  the 
States  are  respectively  entitled  by  the  apportionment  under  the  census  of 
1860:  Provided,  That  no  mineral  lands  shall  be  selected  or  purchased  under 
the  provisions  of  this  act. 

SEC.  2.  And  be  it  further  enacted,  That  the  land  aforesaid,  after  being 
surveyed,  shall  be  apportioned  to  the  several  States  in  section  or  sub- 
divisions of  sections,  not  less  than  one-quarter  of  a  section;  and  wherever 
there  are  public  lands  in  a  State,  subject  to  sale  at  private  entry  at  one  dollar 
and  twenty-five  cents  per  acre,  the  quantity  to  which  said  State  shall  be 
entitled  shall  be  selected  from  such  lands,  within  the  limits  of  such  State; 
and  the  Secretary  of  the  Interior  is  hereby  directed  to  issue  to  each  of  the 
States,  in  which  there  is  not  the  quantity  of  public  lands  subject  to  sale 
at  private  entry,  at  one  dollar  and  twenty-five  cents  per  acre,  to  which  said 
State  may  be  entitled  under  the  provisions  of  this  act,  land  scrip  to  the 
amount  in  acres  for  the  deficiency  of  its  distributive  share;  said  scrip 
to  be  sold  by  said  States,  and  the  proceeds  thereof  applied  to  the  uses  and 
purposes  prescribed  in  this  act,  and  for  no  other  use  or  purpose  whatso- 
ever: Provided,  That  in  no  case  shall  any  State  to  which  land  scrip 
may  thus  be  issued  be  allowed  to  locate  the  same  within  the  limits  of  any 
other  State,  or  of  any  territory  of  the  United  States;  but  their  assignees 
may  thus  locate  said  land  scrip  upon  any  of  the  unappropriated  lands  of 
the  United  States  subject  to  sale  at  private  entry,  at  one  dollar  and  twenty- 
five  cents,  or  less,  an  acre:  And  provided  further,  That  not  more  than  one 
million  acres  shall  be  located  by  such  assignees  in  any  one  of  the  States: 
And  provided  further,  That  no  such  location  shall  be  made  before  one 
year  from  the  passage  of  this  act. 

SEC.  3.  And  be  it  further  enacted,  That  all  the  expenses  of  manage- 
ment, superintendence  and  taxes  from  date  of  selection  of  said  lands, 
previous  to  their  sales,  and  all  expenses  incurred  in  the  management  and 
disbursement  of  moneys  which  may  be  received  therefrom,  shall  be  paid 
by  the  States  to  which  they  may  belong,  out  of  the  Treasury  of  said 
States,  so  that  the  entire  proceeds  of  the  sale  of  said  lands  shall  be  ap- 
plied, without  any  diminution  whatever,  to  the  purposes  hereinafter  men- 
tioned. 

SEC.  4.  And  be  it  further  enacted,  That  all  moneys  derived  from  the 
sale  of  the  lands  aforesaid  by  the  States  to  which  the  lands  are  apportioned, 
and  from  the  sales  of  land  scrip  hereinbefore  provided  for,  shall  be  in- 
vested in  stocks  of  the  United  States,  or  of  the  States,  or  some  other  safe 
stocks,  yielding  not  less  than  five  per  centum  upon  the  par  value  of  said 
stocks;  and  that  the  moneys  so  invested  shall  constitute  a  perpetual  fund, 
the  capital  of  which  shall  remain  forever  undiminished,  except  so  far  as 
may  be  provided  in  section  fifth  of  this  act,  and  the  interest  of  which  shall 


416  MILITARY  EDUCATION   IN  THE  UNITED  STATES. 

be  inviolably  appropriated,  by  each  State  which  may  take  and  claim  the 
benefit  of  this  act,  to  the  endowment,  support,  and  maintenance  of,  at  least, 
one  college,  where  the  leading  object  shall  be,  without  excluding  other 
scientific  and  classical  studies,  and  including  military  tactics,  to  teach 
such  branches  of  learning  as  are  related  to  agriculture  and  the  mechanic 
arts,  in  such  manner  as  the  Legislatures  of  the  States  may  respectively 
prescribe,  in  order  to  promote  the  liberal  and  practical  education  of  the 
industrial  classes  in  the  several  pursuits  and  professions  in  life. 

SEC.  5.  And  be  it  further  enacted,  That  the  grant  of  land  and  land 
scrip  hereby  authorized  shall  be  made  on  the  following  conditions,  to  which, 
as  well  as  to  the  provisions  hereinbefore  contained,  the  previous  assent  of 
the  several  States  shall  be  signified  by  legislative  acts: 

First.  If  any  portion  of  the  fund  invested,  as  provided  by  the  fore- 
going section,  or  any  portion  of  the  interest  thereon,  shall,  by  any  action 
or  contingency,  be  diminished  or  lost,  it  shall  be  replaced  by  the  State  to 
which  it  belongs,  so  that  the  capital  of  the  fund  shall  remain  forever  un- 
diminished;  and  the  annual  interest  shall  be  regularly  applied  without 
diminution  to  the  purposes  mentioned  in  the  fourth  section  of  this  act, 
except  that  a  sum,  not  exceeding  ten  per  centum  upon  the  amount  received 
by  any  State  under  the  provisions  of  this  act,  may  be  expended  for  the 
purchase  of  lands  for  sites  or  experimental  farms,  whenever  authorized  by 
the  respective  Legislatures  of  said  States: 

Second.  No  portion  of  said  fund,  nor  the  interest  thereon,  shall  be 
applied,  directly  or  indirectly,  under  any  pretense  whatever,  to  the  purchase, 
erection,  preservation,  or  repair  of  any  building  or  buildings; 

Third.  Any  State  which  may  take  and  claim  the  benefit  of  the  pro- 
visions of  this  act  shall  provide,  within  five  years,  at  least  not  less  than 
one  college,  as  prescribed  in  the  fourth  section  of  this  act,  or  the  grant 
to  such  State  shall  cease;  and  said  State  shall  be  bound  to  pay  the 
United  States  the  amount  received  of  any  lands  previously  sold,  and  that 
the  title  to  purchasers  under  the  State  shall  be  valid; 

Fourth.  An  annual  report  shall  be  made  regarding  the  progress  of 
each  college,  recording  any  improvements  and  experiments  made,  with 
their  costs  and  results,  and  such  other  matters,  including  State  industrial 
and  economical  statistics,  as  may  be  supposed  useful;  one  copy  of  which 
shall  be  transmitted  by  mail  free,  by  each,  to  all  the  other  colleges  which 
may  be  endowed  under  the  provisions  of  this  act,  and  also  one  copy  to 
the  Secretary  of  the  Interior; 

Fifth.  When  lands  shall  be  selected  from  those  which  have  been  raised 
to  double  the  minimum  price  in  consequence  of  railroad  grants,  they  shall 
be  computed  to  the  States  at  the  maximum  price,  and  the  number  of  acres 
proportionally  diminished ; 

Sixth.  No  State,  while  in  a  condition  of  rebellion  or  insurrection  against 
the  government  of  the  United  States,  shall  be  entitled  to  the  benefit  of  this 
act; 

Seventh.  No  State  shall  be  entitled  to  the  benefits  of  this  act  unless 
it  shall  express  its  acceptance  thereof  by  its  Legislature  within  two  years 
from  the  date  of  its  approval  by  the  President. 

SEC.  6.  And  be  it  further  enacted,  That  land  scrip  issued  under  the; 
provisions  of  this  act  shall  not  be  subject  to  location  until  after  the  first 
day  of  January,  1863. 

SEC.  7.  And  be  it  further  enacted,  That  land  officers  shall  receive  the 
same  fees  for  locating  land  scrip  issued  under  the  provisions  of  this  act  as 
is  now  allowed  for  the  location  of  military  bounty  land  warrants  under  exist- 
ing laws:  Provided,  That  maximum  compensation  shall  not  be  thereby 
increased. 

SEC.  8.  And  be  it  further  enacted,  That  the  Governors  of  the  several 
States  to  which  scrip  shall  be  issued  under  this  act  shall  be  required  to 
report  annually  to  Congress  all  sales  made  of  such  scrip  until  the  whole 
shall  be  disposed  of,  the  amount  received  for  the  same,  and  what  ap- 
propriation has  been  made  of  the  proceeds. 

Approved,  July  2,  1862. 


APPENDIX.  417 

ACT  OF  1883,  AMENDING  SECTION  4  OF  THE  ACT  OF  1862. 
AN  ACT  To  amend  an  act  donating  public  lands  to  the  several 
States  and  Territories  which  may  provide  colleges  for  the  benefit  of 
agriculture  and  the  mechanic  arts. 

Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the  United 
States  of  America  in  Congress  assembled,  That  the  fourth  section  of  the 
act  donating  public  lands  to  the  several  States  and  Territories  which  may 
provide  colleges  for  the  benefit  of  agriculture  and  the  mechanic  arts,  ap- 
proved July  second,  eighteen  hundred  and  sixty-two,  be,  and  the  same  is 
hereby,  amended  so  as  to  read  as  follows: 

"SEC.  4.  That  all  moneys  derived  from  the  sale  of  lands  aforesaid 
by  the  States  to  which  lands  are  apportioned,  and  from  the  sales  of  land 
scrip  hereinbefore  provided  for,  shall  be  invested  in  stocks  of  the  United 
States  or  of  the  States,  or  some  other  safe  stocks;  or  the  same  may  be 
invested  by  the  States  having  no  State  stocks,  in  any  other  manner  after 
the  legislatures  of  such  States  shall  have  assented  thereto,  and  engaged 
that  such  funds  shall  yield  not  less  than  five  per  centum  upon  the  amount 
so  invested  and  that  the  principal  thereof  shall  forever  remain  unimpaired: 
Provided,  That  the  moneys  so  invested  or  loaned  shall  constitute  a  perpetual 
fund,  the  capital  of  which  shall  remain  forever  undiminished  (except  so 
far  as  may  be  provided  in  section  five  of  this  act),  and  the  interest  of 
which  shall  be  inviolably  appropriated  by  each  State  which  may  take  and 
claim  the  benefit  of  this  act,  to  the  endowment,  support,  and  maintenance 
of  at  least  one  college  where  the  leading  object  shall  be,  without  excluding 
other  scientific  and  classical  studies,  and  including  military  tactics,  to 
teach  such  branches  of  learning  as  are  related  to  agriculture  and  the 
mechanic  arts,  in  such  manner  as  the  legislatures  of  the  States  may  re- 
spectively prescribe,  in  order  to  promote  the  liberal  and  practical  education 
of  the  industrial  classes  in  the  several  pursuits  and  professions  in  life." 

Approved  March  3,  1883. 

MORRILL  ACT  OF  1890. 

AN  ACT  To  apply  a  portion  of  the  proceeds  of  the  public  lands 
to  the  more  complete  endowment  and  support  of  the  colleges  for  the 
benefit  of  agriculture  and  the  mechanic  arts  established  under  the 
provisions  of  an  act  of  Congress  approved  July  second,  eighteen  hun- 
dred and  sixty-two. 

Be  it  enacted  by  the  Senate  and  House  of  Representatives  of  the  United 
States  of  America  in  Congress  assembled,  That  there  shall  be,  and  hereby 
is,  annually  appropriated,  out  of  any  money  in  the  Treasury  not  otherwise 
appropriated,  arising  from  the  sale  of  public  lands,  to  be  paid  as  hereinafter 
provided,  to  each  State  and  Territory  for  the  more  complete  endowment 
and  maintenance  of  colleges  for  the  benefit  of  agriculture  and  the  mechanic 
arts  now  established,  or  which  may  be  hereafter  established,  in  accordance 
with  an  act  of  Congress  approved  July  second,  eighteen  hundred  and  sixty- 
two,  the  sum  of  fifteen  thousand  dollars  for  the  year  ending  June  thirtieth, 
eighteen  hundred  and  ninety,  and  an  annual  increase  of  the  amount  of  such 
appropriation  thereafter  for  ten  years  by  an  additional  sum  of  one  thousand 
dollars  over  the  preceding  year,  and  the  annual  amount  to  be  paid  thereafter 
to  each  State  and  Territory  shall  be  twenty-five  thousand  dollars  to  be  ap- 
plied only  to  instruction  in  agriculture,  the  mechanic  arts,  the  English 
language  and  the  various  branches  of  mathematical,  physical,  natural  and 
and  economic  science,  with  special  reference  to  their  applications  in  the 
industries  of  life,  and  to  the  facilities  for  such  instruction:  Provided,  That 
no  money  shall  be  paid  out  under  this  act  to  any  State  or  Territory  for  the 
support  and  maintenance  of  a  college  where  a  distinction  of  race  or  color 
is  made  in  the  admission  of  students,  but  the  establishment  and  maintenance 
27 


418  MILITARY  EDUCATION  IN  THE  UNITED  STATES. 

of  such  colleges  separately  for  white  and  colored  students  shall  be  held 
to  be  a  compliance  with  the  provisions  of  this  act  if  the  funds  received 
in  such  State  or  Territory  be  equitably  divided  as  hereinafter  set  forth: 
Provided,  That  in  any  State  in  which  there  has  been  one  college  established 
in  pursuance  of  the  act  of  July  second,  eighteen  hundred  and  sixty-two,  and 
also  in  which  an  educational  institution  of  like  character  has  been  estab- 
lished, or  may  be  hereafter  established,  and  is  now  aided  by  such  State 
from  its  own  revenue,  for  the  education  of  colored  students  in  agriculture 
and  the  mechanic  arts,  however  named  or  styled,  or  whether  or  not  it  has 
received  money  heretofore  under  the  act  to  which  this  act  is  an  amend- 
ment, the  Legislature  of  such  State  may  propose  and  report  to  the  Secretary 
of  the  Interior  a  just  and  equitable  division  of  the  fund  to  be  received 
under  this  act  between  one  college  for  white  students  and  one  institution 
for  colored  students  established  as  aforesaid,  which  shall  be  divided  into 
two  parts  and  paid  accordingly,  and  thereupon  such  institution  for  colored 
students  shall  be  entitled  to  the  benefits  of  this  act  and  subject  to  its  pro- 
visions, as  much  as  it  would  have  been  if  it  had  been  included  under  the 
act  of  eighteen  hundred  and  sixty-two,  and  the  fulfillment  of  the  foregoing 
provisions  shall  be  taken  as  a  compliance  with  the  provision  in  reference  to 
separate  colleges  for  white  and  colored  students. 

SEC.  2.  That  the  sums  hereby  appropriated  to  the  States  and  Ter- 
ritories for  the  further  endowment  and  support  of  colleges  shall  be  an- 
nually paid  on  or  before  the  thirty-first  day  of  July  of  each  year,  by  the 
Secretary  of  the  Treasury,  upon  the  warrant  of  the  Secretary  of  the  In- 
terior, out  of  the  Treasury  of  the  United  States,  to  the  State  or  Territorial 
treasurer,  or  to  such  officer  as  shall  be  designated  by  the  laws  of  such 
State  or  Territory  to  receive  the  same,  who  shall,  upon  the  order  of  the 
trustees  of  the  college,  or  the  institution  for  colored  students,  immediately 
pay  over  said  sums  to  the  treasurers  of  the  respective  colleges  or  other  in- 
stitutions entitled  to  receive  the  same,  and  such  treasurers  shall  be  required 
to  report  to  the  Secretary  of  Agriculture  and  to  the  Secretary  of  the  In- 
terior, on  or  before  the  first  day  of  September  of  each  year,  a  detailed  state- 
ment of  the  amount  so  received  and  of  its  disbursement.  The  grants  of 
moneys  authorized  by  this  act  are  made  subject  to  the  legislative  assent 
of  the  several  States  and  Territories  to  the  purpose  of  said  grants:  Pro- 
vided, That  payments  of  such  installments  of  the  appropriation  herein 
made  as  shall  become  due  to  any  State  before  the  adjournment  of  the  regular 
session  of  legislature  meeting  next  after  the  passage  of  this  act  shall 
be  made  upon  the  assent  of  the  governor  thereof,  duly  certified  to  the  Secre- 
tary of  the  Treasury. 

SEC.  3.  That  if  any  portion  of  the  moneys  received  by  the  designated 
officer  of  the  State  or  Territory  for  the  further  and  more  complete  endow- 
ment, support,  and  maintenance  of  colleges,  or  of  institutions  for  colored 
students,  as  provided  in  this  act,  shall,  by  any  action  or  contingency,  be 
diminished  or  lost,  or  be  misapplied,  it  shall  be  replaced  by  the  State  or 
Territory  to  which  it  belongs,  and  until  so  replaced  no  subsequent  appropri- 
ation shall  be  apportioned  or  paid  to  such  State  or  Territory;  and  no  por- 
tion of  said  moneys  shall  be  applied,  directly  or  indirectly,  under  any  pre- 
tense whatever,  to  the  purchase,  erection,  preservation,  or  repair  of  any 
building  or  buildings.  An  annual  report  by  the  president  of  each  of  said 
colleges  shall  be  made  to  the  Secretary  of  Agriculture,  as  well  as  to  the 
Secretary  of  the  Interior,  regarding  the  condition  and  progress  of  each 
college,  including  statistical  information  in  relation  to  its  receipts  and  expen- 
ditures, its  library,  the  number  of  its  students  and  professors,  and  also  as  to 
any  improvements  and  experiments  made  under  the  direction  of  any  experi- 
ment stations  attached  to  said  colleges,  with  their  costs  and  results,  and  such 
other  industrial  and  economical  statistics  as  may  be  regarded  as  useful, 
one  copy  of  which  shall  be  transmitted  by  mail  free  to  all  other  colleges 
further  endowed  under  this  act. 

SEC.  4.  That  on  or  before  the  first  day  of  July  in  each  year,  after  the 
passage  of  this  act,  the  Secretary  of  the  Interior  shall  ascertain  and  certify 
to  the  Secretary  of  the  Treasury  as  to  each  State  and  Territory  whether  it 
is  entitled  to  receive  its  share  of  the  annual  appropriation  for  colleges,  or 
of  institutions  for  colored  students,  under  this  act,  and  the  amount  which 
thereupon  each  is  entitled,  respectively,  to  receive.  If  the  Secretary  of  the 
Interior  shall  withhold  a  certificate  from  any  State  or  Territory  of  its  ap- 


APPENDIX.  419 

propriation  the  facts  and  reasons  therefor  shall  be  reported  to  the  Presi- 
dent, and  the  amount  involved  shall  be  kept  separate  in  the  Treasury  until 
the  close  of  the  next  Congress,  in  order  that  the  State  or  Territory  may, 
if  it  should  so  desire,  appeal  to  Congress  from  the  determination  of  the 
Secretary  of  the  Interior.  If  the  next  Congress  shall  not  direct  such  sum 
to  be  paid  it  shall  be  covered  into  the  Treasury.  And  the  Secretary  of 
the  Interior  is  hereby  charged  with  the  proper  administration  of  this  law. 

SEC.  5.  That  the  Secretary  of  the  Interior  shall  annually  report  to 
Congress  the  disbursements  which  have  been  made  in  all  the  States  and 
Territories,  and  also  whether  the  appropriation  of  any  State  or  Territory 
has  been  withheld,  and  if  so,  the  reasons  therefor. 

SEC.  6.  Congress  may  at  any  time  amend,  suspend,  or  repeal  any  or  all 
of  the  provisions  of  this  act.  (Approved,  Aug.  30,  1890.) 

NELSON  AMENDMENT  OF  1907. 

[Extract  from  "An  Act  making  appropriations  for  the  Department 
of  Agriculture  for  the  fiscal  year  ending  June  thirtieth,  nineteen  hun- 
dred and  eight,"  approved  Mar.  4,  1907  (Public— No.  242).] 

Be  it  enacted  by  the  Senate  and  the  House  of  Representatives  of 
the  United  States  of  America  in  Congress  assembled, 


That  there  shall  be,  and  hereby  is,  annually  appropriated,  out  of  any 
money  in  the  Treasury  not  otherwise  appropriated,  to  be  paid  as  herein- 
after provided,  to  each  State  and  Territory  for  the  more  complete  endow- 
ment and  maintenance  of  agricultural  colleges  now  established,  or  which 
may  hereafter  be  established,  in  accordance  with  the  Act  of  Congress  ap- 
proved July  second,  eighteen  hundred  and  sixty-two,  and  the  Act  of  Congress 
approved  August  thirtieth,  eighteen  hundred  and  ninety,  the  sum  of  five 
thousand  dollars,  in  addition  to  the  sums  named  in  the  said  Act,  for  the 
fiscal  year  ending  June  thirtieth,  nineteen  hundred  and  eight,  and  an  annual 
increase  of  the  amount  of  such  appropriation  thereafter  for  four  years  by 
an  additional  sum  of  five  thousand  dollars  over  the  preceding  year,  and 
the  annual  sum  to  be  paid  thereafter  to  each  State  and  Territory  shall  be 
fifty  thousand  dollars,  to  be  applied  only  for  the  purposes  of  the  agricul- 
tural colleges  as  defined  and  limited  in  the  Act  of  Congress  approved  July 
second,  eighteen  hundred  and  sixty-two,  and  the  Act  of  Congress  approved 
August  thirtieth,  eighteen  hundred  and  ninety. 

That  the  sum  hereby  appropriated  to  the  States  and  Territories  for 
the  further  endowment  and  support  of  the  colleges  shall  be  paid  by,  to, 
and  in  the  manner  prescribed  by  the  Act  of ^Congress  approved  August 
thirtieth,  eighteen  hundred  and  ninety,  entitled^An  Act  to  apply  a  portion 
of  the  proceeds  of  the  public  lands  to  the  more  complete  endowment  and 
support  of  the  colleges  for  the  benefit  of  agriculture  and  the  mechanic  arts 
established  under  the  provisions  of  the  Act  of  Congress  approved  July 
second,  eighteen  hundred  and  sixty-two,"  and  the  expenditure  of  the  said 
money  shall  be  governed  in  all  respects  by  the  provisions  of  the  said  Act 
of  Congress  approved  July  second,  eighteen  hundred  and  sixty-two,  and  the 
said  Act  of  Congress  approved  August  thirtieth,  eighteen  hundred  and 
ninety:  Provided,  That  said  colleges  may  use  a  portion  of  this  money  for 
providing  courses  for  the  special  preparation  of  instructors  for  teaching  the 
elements  of  agriculture  and  the  mechanic  arts. 


INDEX. 


Index  to  Personal  Mention. 


Abbot,  Maj.  Chas.  W.,  Jr.,  412 
Abbott,  Col.  Henry  L.,  255,  256,  257, 

259,   260 

Abbott,  Dr.  Lyman,  159 
Abraham,  1st  Lieut.  C.  R.,  409 
Adams,  J.  Q.,  408 
Adolphus,  Gustavus,  298 
Alexander,  298 

Alexander,  Lieut.  John  H.,  179 
Allen,  Col.  R.  T.  P.,  168 
Alsop,  Samuel,  180 
Anderson,  Capt.  W.  D.  A.,  413 
Anding,  1st  Lieut.  Sheldon  W.,  408 
Andrews,  Adj.  Gen.  Geo.,  201 
Andrews,  Capt.  Lincoln  C.,  413 
Andruss,  Capt.  Malcolm  P.,  414 
Applewhite,  Capt.  H.  LaP.,  408 
Archer,  1st  Lieut.  Deas,  410 
Ard,  Pvt.  Waldo  E.,  319 
Artis,  Pvt.  Frank,  319 
Atkinson,  Gen.,  20 
Ayer,  Lieut.  Col.  Waldo  E.,  411 

Bacon,  Lord,  278 

Bagby,  1st  Lieut.  P.  H.,  408 

Bailey,  1st  Lieut.   B.   M.,  387,  388, 

414 

Bailey,  Brig.  Gen.  C.  J.,  84 
Baldwin,  Pvt.  Lester,  319 
Ball,  Capt.  Collin  H.,  412 
Ball,  Capt.  George  E.,  411 
Barlow,  Capt.  W.  S.,  409 
Barnes,  1st  Lieut.  John  B.,  386 
Barrett,  2nd  Lieut.  L.  L.,  310 
Barry,  1st  Lieut.  Paul  A.,  408 
Batchelor,  Capt.  Joseph  B.,  Jr.,  339 
Bates,  Col.  J.  C.,  339 
Bates,  Octavius,  194 
Battle,  Capt.  M.  S.,  310 
Baumgartner,  Gen.  Joseph,  390 
Beals,  2nd  Lieut.  F.  L.,  410 
Bell,  Lieut.  (Gen.)  J.  Franklin,  210, 

267 

Bell,  1st  Lieut.  William  H.,  413 
Bennett,  1st  Lieut.  C.  R.,  410 
Benson,  Pvt.  Archie  R.,  319 
Benton,  Major  E.  S.,  184,  409 
Benton,  Pres.  Guy  Potter,  332 
Biddle,  Capt.  David  H.,  413 
Binford,  1st  Lieut.  Robt.  J.,  409 
Bingham,  Rev.  William,  177 
Bingham,  William  J.,  177 
Blunt,  Capt.  Stanhope  E.,  338,  339 


Boiseau,  Capt.  Louis  T.,  414 
Boswell,  1st  Lieut.  James  G.  412 
Bowen,  Capt.  Frank  S.,  382 
Bowen,  2nd  Lieut.  G.  C.,  409 
Bowman,  1st  Lieut.  E.  N.,  408 
Boyd,  Col.  David  F.,  126 
Brabson,  1st  Lieut.  Fay  W.,  412 
Breck,  Rev.  James  Loyd,  D.  D.,  170 
Breckenridge,  Capt.  Ethelbert  L.  D.t 

411 

Brewer,  Rev.  Alfred  Lee,  D.  D.,  194 
Brindley,  Mr.  Oscar  A.,  367 
Britt,  Capt.  S.  Y.,  408 
Brooke,  John  Mercer,  191 
Brown,  1st  Lieut.  A.  E.,  409 
Brown,  Col.  Geo.  LeR.,  408 
Brown,  Major  Gen.  Jacob,  21 
Brown,  1st  Lieut.  L.  G.,  409 
Brown,  Orvon  Graff,  196 
Buchanan,  Pres.,  80,  86 
Buckham,  Pres.  M.  H.,  81,  82,  84 
Buddecke,  Capt.  Albert,  203 
Bull,  1st  Lieut.  H.  T.,  409 
Bullock,  John,  180 
Bump,  1st  Lieut.  Arthur  L.,  411 
Burdett,  2nd  Lieut.  Allen  M.,  409 
Burke,  Pvt.  Stephen,  319 
Burnell,  Capt.  Henry  L.,  115 
Burnod,  General,  266 
Burtt,  Capt.  Wilson  B.,  411 
Butcher  1st  Lieut.  Edwin,  411 
Butler,  Pres.  Nicholas  Murray,  88 
Byroade,  Capt.  Geo.  L.,  408 
Byron,  321 

Cabaniss,  1st  Lieut.  Chas.  H.,  Jr., 

412 

Caesar,  298 

Calhoun,  Hon.  J.  C.,  20 
Casey,  Major  Gen.  Silas,  22,  23 
Castleman,  1st  Lieut.  Jas.  P.,  408 
Cavenaugh,  Lieut.  Col.  H.  G.,  411 
Chaffee,  Major  (Lieut.  Gen.)  A.  R., 

339 

Chaffin,  1st  Lieut.  Andrew  D.,  409 
Chamberlain,  Joseph,  240 
Chouinard,  Chaplain,  H.  A.,  318 
Chrisman,  Maj.  Edward  R.,  412 
Cleveland,  Grover,  79 
Coburn,  Capt.  Harol  D.,  412 
Cole,  Maj.  E.  T.,  408 
Coles,  1st  Lieut.  T.  L.,  310 
Collier,  Price,  331 


422 


INDEX. 


Collins,  Capt.  Robert  W.,  414 

Conger,  Capt.  A.  L.,  203 

Converse,  Capt.  George  L.,  140,  409 

Corey,  Capt.  John  B.  W.,  414 

Cowles,  Col.  Calvin  D.,  411 

Cowper,  36 

Cravens,  Col.  Du  Val  G.,  184 

Crozet,  Capt.  Claude,  188 

Crystal,  1st  Lieut.  T.  L.,  312,  412 

Culver,  Henry  Harrison,  166 

Cummins,  1st  Lieut.  J.  M.,  409 

Curtis,  1st  Lieut.  E.  S.,  115 

Curtiss,  Glenn  H.,  368 

Custis,    George    Washington    Park, 

169 
Cygon,  2nd  Lieut.  J.  R.,  310 

Dabney,  Pres.  Charles  W.,  88 
Dannemiller,  1st  Lieut.  Augustus  P., 

411 

Dapray,  Maj.  J.  A.,  408 
Davis,  Capt.  Edwin  G.,  411 
Davis,  Gen.  George  B.,  21 
Davis,  Maj.  M.  F.,  409 
Davis,  Capt.  Robert,  414 
Davidson,  Col.  H.  P.,  191 
DeKalb,  19 

Delafield,  General,  255 
DeLancey,  1st  Lieut.  John  B.,  408 
De  Loffre,  Capt.  S.  M.,  312 
Dempsey,  Col.  Charles  A.,  412 
Dennis,  2nd  Lieut.  E.  B.,  310 
Denny,  G.  H.,  336 
De  Tocqueville,  362 
Dinwiddie,   1st   Lieut.   William  A., 

122 

Dixon,  Rev.  William,  194 
Dockery,  1st  Lieut.  Albert  B.,  413 
Donald,  1st  Lieut.  D.,  409 
Dorcy,  Capt.  B.  H.,  410 
Dove,  Capt.  W.  E.,  144,  409 
Drinker,  Pres.  Henry  Sturgis,  330, 

332,  336 

Duane,  General,  255,  256,  259 
Dula,  Pvt.  Julius  A.,  319 
Durand,  Prof.  W.  F.,  366 
Durant,  Rev.  Henry,  115 

Eames,  Capt.  Henry  E.,  340 
Easton,  Capt.  Alpha  T.,  408 
Eby,  1st  Lieut.  C.  McH.,  408 
Edwards,  Capt.  Oliver,  312,  332 
Emery,  Mrs.  Ella  R.,  161 
Emery,  Grenville  C.,  161 
Eugene,  298 
Ewell,  1st  Lieut.  G.  W.,  409 

Faison,  Lieut.  Col.  S.  L.,  311 
Farrar,  Frederick  William,  17 
Fellows,  G.  E.,  81 
Finley,  J.  H.,  336 
Fisher,  Lieut.  R.  E.,  169 
Fletcher,  Gov.,  392 
Foley,  1st  Lieut.  Oscar,  409 
Fooks,  1st  Lieut.  Herbert  C.,  408 


Forsyth,   Col.   James  W.,   266,   267, 

269 

Foster,  Lieut.  C.  W.,  169 
Fowler,  Col.  C.  W.,  168 
Frederick,  298 
Fuller,  Maj.  Alvarado  M.,  411 

Gaines,  Gen.,  20 
Garrard,  Col.  Joseph,  341 
Garrison,  Lindley  M.,  Secretary  of 

War,  330 

Gaston,  George  H.,  336 
Gaston,  1st  Lieut.  Jesse,  409 
Gatchell,  Lieut.  Col.  G.  W.,  414 
Gatchell,  2nd  Lieut.  O.  J.,  310 
Gaujot,  Capt.  Julien  E.,  387,  413 
Gentsch,  C.  D.,  336 
George  III,  135 

Gerlach,  Lieut.  Col.  William,  411 
Gillou,  R.,  336 
Glade,  Capt.  Herman,  312 
Glass,  1st  Lieut.  R.  R.,  408 
Godfrey,  Col.  E.  S.,  269,  270 
Goodwin,  1st  Lieut.  W.,  Jr.,  408 
Gordon-Bennett,  368 
Gordon,  Capt.  Charles  M.,  Jr.,  411 
Gordon,  Gen.  John  B.,  163 
Gracey,  Pvt.  Frank  L.,  319 
Greene,  Capt.  Lewis  D.,  188,  409 
Gregg,  Capt.  La  Vergne  L.,  411 
Greig,  Capt.  Alexander,  Jr.,  414 
Grinstead,  Capt.  Robert  E.,  411 
Grunert,  1st  Lieut.  G.,  408 
Guilfoyle  Maj.  John  F.,  339 
Gullion,  1st  Lieut.  A.  W.,  408 
Gunner,  1st  Lieut.  E.,  410 

Hadley,  Pres.  A.  T.   (of  Yale),  159, 

254    336 

Hadsell',  Capt.  G.  Arthur,  411 
Hale,  Capt.  Harry  C.,  339 
Halford,  1st  Lieut.  Dean,  409 
Hall,  1st  Lieut.  Albert  L.,  414 
Hamilton,  Alexander,  37,  39 
Hamilton,  Capt.  Robert  L.,  412 
Hamilton,  Capt.  W.  W.,  410 
Hammond,  Governor,  182 
Hannibal,  298 

Harbeson,  Capt.  James  P.,  313 
Harris,  Gen.  Chas.  W.,  384 
Harris,  1st  Lieut.  S.  A.,  408 
Hart,  Capt.  Verling  K.,  412 
Harwood,  Capt,  256;  Col.  Harwood, 

257 

Hasbrouck,  Capt.  A.,  310 
Hawley,  1st  Lieut.  Harry,  164,  408 
Hawthorne,  Colonel,  311,  320 
Heavey,  Maj.  John  W.,  411 
Herman,  1st  Lieut.  C.  C.,  Jr.,  408 
Heth,  Capt.  Henry,  258,  338 
Heistand,  Adj.  Gen.  H.  O.  S.,  72 
Hemphill,  Capt.  John  E.,  413 
Hennessey,  1st  Lieut.  P.  J.,  409 
Herren,  1st  Lieut.  S.  P.,  409 
Hibben,  J.  G.,  336 


INDEX. 


423 


Hill,  1st  Lieut.  R.  A.,  408 
Hitchcock,  Rev.  Charles,  194 
Hodges,  1st  Lieut.  Carrol  B.,  412 
Hoff,  Major  Van  R.,  267 
Hoffmann,  1st  Lieut.  Augustine  A., 

411 

Hoop,  1st  Lieut.  Oscar  W.,  411 
Hopson,  1st  Lieut.  S.  H.,  313,  319 
Hotchkiss,  Capt.  Clarence  R.,  389 
Hughes,  Gen.  R.  P.,  84 
Humes,  Dr.  Thomas,  146 
Humphreys,  General,  256,  257,  260 
Humphreys,  Dr.  W.  J.,  366 
Hunt,  1st  Lieut.  C.  A.,  408 
Hunt,  1st  Lieut.  Elvid,  411 
Hunt,  Governor  W.  P.,  384 
Hunter,  Gen.  David,  191 
Hutchins,  H.  B.,  336 
Hutton,  Dr.  P.  R.,  366 
Hyatt,  Theodore,  180 
Hyde,  Capt.  Arthur  P.  S.,  414 

Iglehart,  Lieut.  E.  B.,  169 

Jackson,  Pres.  Andrew,  38 
Jackson,  Dean,  89 
Jackson,  Col.  James,  412 
Jackson,  Stonewall,  190 
James,  1st  Lieut.  Russell,  409 
Jenks,  Maj.  Isaac  C.,  412 
Jesup,  Gen.  Theodore  J.,  20 
Justice,  Capt.  James,  312 

Kable,  Col.  William  G.,  188 
Kable,  Capt.  William  H.,  A.  M.,  188 
Kalmanson,  Pvt.  Isaac,  319 
Kearney,  Capt.  Stephen  W.,  20 
Kelton,  Capt.  R.  H.  C.,  310 
Kemble,  2nd  Lieut.  P.,  310 
Kemper,  Prof.  Frederick  T.,  171 
Kendrick,  1st  Lieut.  W.  R.,  408 
Kerlin,  Prof.  R.  T.,  7 
Kerr,  Dr.,  85 
Key,  Francis  Scott,  169 
Kimbrough,    Capt.    James    M.,    Jr., 

411 

King,  Capt.  Charles,  412 
King,  1st  Lieut.  Edward  P.,  Jr.,  414 
Kirkwood,  1st  Lieut.  R.  G.,  408 
Knox,  Brig.  Gen.  Henry,  39 
Kosciuszko,    19 
Krupp,  2nd  Lieut.  O.f  310 

Lafayette,  Marquis  de,  19 
Laidley,  Col.  T.  T.  S.,  338 
L'Allemand,    21,    Reference    (Artil- 
lery) 

Langdon,  Capt.  Russell  C.,  412 
Lanza,  1st  Lieut.  Manfred,  411 
Lamed,  Charles  W.,  158 
Leavenworth,  Col.  Henry,  20,  21 
Lee,  G.  W.  C.,  191 
Lemmon,  1st  Lieut.  K.  B.,  310 
Lenihan,  Maj.  Michael  J.,  85,  86 
Lincoln,  Pres.  A.,  80,  86 
Lockwood,  Capt.  John  A.,  409 


Louis  XIV,  32 

Lowell,  A.  L.,  336 

Lowell,  P.  R.,  336 

Ludlow,  Brig.  Gen.  William,  198 

Lynch,  1st  Lieut.  Geo.  A.,  411 

McCabe,   1st  Lieut.   E.  R.   Warner, 

413 

McCammon,  1st  Lieut.  E.  E.,  410 
McClellan,  80 
McClellan,  1st  Lieut.  Benjamin  P., 

411 

McCoy,  Capt.  Ralph,  312 
McDonald,  Lieut.   Col.   Godfrey  H., 

413 

McDonald,  Marshall,  191 
McGinness,  1st  Lieut.  John  R.,  411 
Mclver,  Major  G.  W.,  341 
McKell,  1st  Lieut.  D.  McC.,  310 
McKellar,  Rep.,  96 
McLaughlin,  Capt.  Clenard,  412 
McMillan,  Capt.  R.  P.,  310 
McNeil,  2nd  Lieut.  C.  St.  C.,  408 
Magruder,  1st  Lieut.  Lloyd  B.,  414 
Mallory,  Capt.  John  S.,  339 
Mann,  Maj.  William  A.,  339 
Marshall,  Maj.  Francis  C.,  413 
Martin,  Col.  Charles  H.,  388,  389 
Martin,  Maj.  Charles  H.,  412 
Martin,  Capt.  Geo.  C.,  408 
Maury,  Matthew  Fontaine,  190 
Maus,  Capt.  Marion  P.,  339 
Maxfield,  Lieut.  J.  E.,  267 
Meals,  Lieut.,  360 
Merriam,  Capt.  Henry  M.,  414 
Merritt,  2nd  Lieut.  Jas.  A.,  409 
Messenger,  Prof.  J.  P.,  9,  10 
Miller,  Capt.  H.  S.,  310 
Miller,  Lieut.  Col.  S.  W.,  341,  342 
Mitchell,  Capt.  James  B.,  414 
Moore,  Capt.  Dan  T.,  362 
Morrill,  Hon.  Justin  S.,  80,  82,  86, 

87,  140 

Morton,  Col.,  313,  319 
Moss,  Capt.  J.  A.,  386 
Mould,  1st  Lieut.  W.  E.,  410 
Muir,  Lieut.  Col.  Charles  H.,  411 
Mullen,  Pvt.  Harold  A.,  319 
Miiller,  1st  Lieut.  C.  H.,  409 
Murray,  Col.  C.  H.,  206 
Murray,  Capt.  M.  S.,  268 
Murrill,  H.  A.,  336 
Mygatt,  Capt.  L.  J.,  392,  412 

Nagron,  Eduardo,  143 

Nance,  Maj.  J.  T.,  408 

Napoleon,  32,  188,  298,  321,  340 

Neeley,  Capt.  W.  S.,  409 

Newman,  Cardinal  John  Henry,  35 

Nichols,  E.  W.,  336 

Nickerson,  2nd  Lieut.  L.  A.,  310 

Niles,  1st  Lieut.  E.  W.,  310 

Orton,  Dean  Edward,  Jr.,  89,  90,  101 
Otis,  Maj.  Gen.  Elwell  S.,  205,  206, 
207 


424 


INDEX. 


Palmer,  Capt.  Bruce,  413 

Palmer,  Maj.  Frederick  L.,  411 

Parker,  Maj.  James,  339 

Parker,  1st  Lieut.  Ralph  M.,  409 

Parmerter,  Lieut-Col.  Almon  L.,  413 

Partello,  Capt.  Joseph  K.,  312 

Peacock,  Wesley,  Ph.  B.,  186 

Pearson,  Gen.  Gardner  W.,  381 

Pearson,  R.  A.,  89 

Pennell,   First   Lieut.   Ralph   McT., 

362 

Perkins,  1st  Lieut.  A.  S.,  408 
Perley,  2nd  Lieut.  R.  N.,  310 
Perrin,  H.  B.,  336 
Pfeil,  1st  Lieut.  Harry,  414 
Pickering,  Capt.  J.  N.,  340 
Phillips,  1st  Lieut.  Burt  W.,  411 
Phinney,  1st  Lieut.  Robt.  T.,  408 
Pickett,  190 

Platt,  Capt.  William  P.,  414 
Pope,  Major  Gen.  John,  21,  22,  205 
Pope,  1st  Lieut.  W.  R.,  409 
Preston,  John  T.  L.,  191 
Pulaski,  19 

Pulis,  Capt.  Charles  C.,  414 
Purdue,  John,  122,  123 

Ragsdale,  Capt.  Robert  O.,  411 
Ralston,  Capt.  F.  W.,  311,  320 
Randolph,  Major  W.  F.,  267 
Reber,  Col.  Samuel,  368 
Reed,  Major  Walter,  282 
Reeves,  Capt.  Ira  L.,  123,  409 
Remington,  1st  Lieut.  Philip,  411 
Reybold,  1st  Lieut.  E.,  310 
Richard,  Col.  Charles,  289,  295 
Riley,  2nd  Lieut.  G.  D.,  310 
Riley,  1st  Lieut.  N.  W.,  408 
Rogan,  Capt.  Charles  B.,  412 
Ronayne,  Capt.  James,  411 
Roosevelt,  ex-Pres.  Theo.  H.,  39,  278 
Root,  Hon.  Elihu,  39,  198,  209 
Rowland,  2nd  Lieut.  A.  E.,  310 
Royden,  Capt.  Herbert  N.,  410 
Rozelle,  1st  Lieut.  G.  F.,  Jr.,  408 
Ruger,  Maj.  Gen.  Thos.  H.,  207 

Saffarrans,  Maj.  George  C.,  412 
Sage,  Lieut.  Col.  Wm.  H.,  412 
Schindel,  Capt.  S.  J.  Bayard,  89,  101 
Schofield,  Major  General,  267 
Scott,   21,   Reference    (Scott's   Tac- 
tics) 

Scott,  Gen.,  38 
Scott,  Maj.  Geo.  L.,  408 
Screws,  Capt.  Wm.  P.,  386,  411 
Scully,  Gen.  Joseph  B.,  385,  386 
Selfridge,  Lieut.  369 
Sharp,  Capt.  Bernard,  412 
Sharpe,  Col.  A.  C.,  386,  387,  411 
Sherer,  Rex  W.,  194 
Sheridan,  Lieut.-Gen.  Philip  A.,  205, 

266 

Sherman,  Gen.  William  Tecumseh 
20,  22,  38,  125,  204,  205,  206,  260 


Sherrill,  Capt.  C.  O.,  386 
Shipp,  Capt.  Arthur  M.,  412 
Short,  Capt.  W.  C.,  268,  269 
Shuttleworth,  Maj.  Edward  A.,  411 
Sibley,  Maj.  Frederick  W.,  339 
Simmons,    Lieut.    Col.    William    S., 

381 

Sloan,  Capt.  Albert  B.,  411 
Sloan,  2nd  Lieut.  J.  E.,  310 
Smith,  Francis  H.,  189 
Smythe,  Rev.  Sidney  C.,  193 
Sorin,  Very  Rev.  Edward,  167 
Spence,  Capt.  Robert  E.  L.,  411 
Spurgin,  1st  Lieut.  H.  F.,  409 
Stark,  2nd  Lieut.  H.  W.,  310 
Steedman,  Maj.  Richard  B.,  412 
Steere,  1st  Lieut.  T.  I.,  310 
Stevens,  Gov.  Isaac  Ingalls,  191 
Stevens,  Major  P.  S.,  182 
Stogsdall,  Capt.  R.  R.,  408 
Stoll,  1st  Lieut.  William  C.,  412 
Stone,  Maj.  William  P.,  411 
Stoneman,  General,  182 
Strong,  Col.  F.  S.,  246 
Strong,  R.  M.,  366 

Taggart,  Col.  John  H.,  23 

Terrell,  1st  Lieut.  Frederick  B.,  408 

Test,  1st  Lieut.  Frederic  C.,  412 

Thayer,  Major  Sylvanus,  40 

Thomas,  Capt.  J.  P.,  182 

Thompson,  Benjamin,  135 

Thompson,  86 

Thompson,  Major  W.  E.,  169 

Thorp,  1st  Lieut.  Frank,  Jr.,  414 

Thorpe,  1st  Lieut.  Truman  D.,  408 

Thuis,  1st  Lieut.  Charles  A.,  412 

Tillotson,  Gen.  Lee  S.,  391,  392 

Titus,  1st  Lieut.  Calvin  P.,  412 

Tod,  Governor,  139 

Townsend,  Brig.  Gen.  E.  F.,  208 

Tucker,  1st  Lieut.  Bates,  143,  409 

Turenne,  298 

Turner,  1st  Lieut.  Fred  H.,  412 

Turner,  1st  Lieut.  Geo.  E.,  408 

Van  Horn,  Capt.  R.  O.,  337,  338 
Van  Vliet,  1st  Lieut.  R.  C.,  339 
Vedrines,  368 

Verbeck,  Gen.  William,  175 
Vestal,  Capt.  S.  P.,  410 

Wagner,   Col.   Arthur   L.,   210,   211, 

282 

Walker,  Maj.  E.  S.,  408 
Wallace,  1st  Lieut.  William  B.,  412 
Walton,  Maj.  Romulus,  412 
Ware,  1st  Lieut.  J.  F.,  409 
Washington,  Fairfax,  169 
Washington,  Gen.   Geo.,  19,  37,  38, 

39,  40,  169 

Washington,  Lawrence,  169 
Watson,  Capt.  Harry  J.,  414 
Watson,  Capt.  J.  D.,  310 
Watts,  2nd  Lieut.  L.,  310 


INDEX. 


425 


Webster,  Maj.  Frank  D.,  408 

Weigel,  Maj.  William,  412 

Weiss,  Pvt.  Louis,  319 

Wentworth,  Stephen  G.,  172 

Wescott,  Capt.  Robert  H.,  412 

Westmoreland,  1st  Lieut.  W.  H.,  409 

Weyman,  368 

Wheatley,  Capt.  C.  E.,  310 

Wheeler,  B.  I.,  336 

Whipple,  Rt.  Rev.  Henry  Benjamin, 

D.  D.,  170 

White,  Claude  Grahame,  368 
White,  Dr.,  294 
White,  Capt.  George  H.,  412 
Whiteside,  Major  S.  M.,  267 
Wiggin,  Capt.  C.  E.,  310 
Wikoff,  Lieut.  Col.  Charles  A.,  339 
Wiley,  1st  Lieut.  N.  J.,  408 


Wills,  1st  Lieut.  W.  D.,  312 
Wilson,  1st  Lieut.  P.  E.,  408 
Wilson,  Capt.  W.  H.,  310 
Wingate,  Gen.  George  W.,  338 
Winston,  Capt.  E.  T.,  408 
Wood,  Major  Gen.  Leonard,  59,  72, 

89,  98,  101,  201,  331 
Woodward,  Col.  J.  C.,  161 
Woolnough,  1st  Lieut.  J.  B.,  408 
Wright,  Orville,  367,  369 
Wright,  Secretary  of  War,  278 
Wright,  Wilbur,  369 
Wrightson,  1st  Lieut.  P.  G.,  410 

Young,  Lieut.  Charles,  179 
Yule,  Capt.  Edgar  H.,  383,  414 

Zahm,  Dr.  A.  F.,  366 


INDEX. 


Index  to  Subjects. 


Agricultural  and  Mechanical  College 

of  Texas,  147,  148 
Agricultural  College  of  Utah,  148 
Alabama  Polytechnic  Institute,  113 
Annual  Meeting  American  Agr.  Col- 
leges and  Exp.  Stations,  1913 
Orton  Address,  90-98 
Wood  Address,  98-101 
Schindel  Address,  101 
Appendix,   393-419 

I.  Examination  Questions  for 
Admission  to  West  Point, 
specimen,  393-400 
II.  Examination  Questions  for 
Admission  to  Medical 
Corps,  specimen,  400-402 

III.  Names  and  Locations  of  Gar- 

rison Posts,  402-405 

IV.  Authorized       Strength       of 

Army,  405-406 

V.  Officers   Detailed   as   Profes- 
sors   of    Military     Science 
and  Tactics  at  Educational 
Institutions,    407-410 
VI.  Officers      Detailed      as      In- 
spector-Instructors,   Organ- 
ized Militia,  411-414 
VII.  Congressional       Enactments 
Relating  to  Land  Grant  Col- 
leges, 415-419 
Apportionment  of  Officers  Detailed 

to  Civil  Institutions,  62,  64 
Army  Engineer  School,  254-265 
Army  Field  Engineer  School,  227- 

229 

Student  Officers,  223 
Examination    for    Admission    of 

Militia  Officers,  228 
Course  of  Study,  228 
Army    Field     Service    and     Corre- 
spondence  School,   for   Medical 
Officers,  229-233 
Period  of  Instruction,  230 
Student  Officers,  230 
Course  of  Study,  231 
Certificates  of  Proficiency,  231 
Correspondence   Course,   232-233 
Army  Medical  School,  282-287 
Historical,  282-283 
Description      and      Organization, 

283-289 

Report  of  Commandant,  1913,  289- 
296 


Memorandum,  296-297 
Archery,  18 
Army  School  of  the  Line,  213-220 

Student  Officers,   213-215 
Army  Service  Schools,  203-239 

Object,  204 

Historical  Sketch,  204-212 

Organization  and  Administration, 

213 
Army  Signal  School,  223 

Student  Officers,  223 

Examination    for    Admission    of 
Militia  Officers,  224 

Course  of  Study,  224-227 
Army  Staff  College,  220-223 

Student  Officers,  220 

Course  of  Study,  221 
Army  War  College,  198-202 

Historical  Sketch,  198-199 

Description,  199 

Organization,  199-200 

Duties   of   Permanent   Personnel, 
200 

Student  Officers,  201 

Course  of  Study,  202 
Artillery  School,  Coast,  240-253 
Authorized  Strength  of  Army,  405- 

406 
Aviation  School,  366-371 

Bailey  Military  Institute,  181 
Bingham  School,  The,  177,  178 

Citadel,  The,  181,  182,  183 
Civil  Institutions  of  Learning,  59 
Regulations,  59 
Prescribed  Course  of  Instruction, 

68-69 
War   Department   Inspection,   69- 

70 

Affiliation  of  Students  with  Mili- 
tia and  Volunteers,  72-74 
Civil  Institutions  Other  than  Land 

Grant,  158 
Two  Classes,  158 
Discussion,  158-159 
Clemson   Agricultural   College,   144, 

145 

Coast  Artillery  School,  240,  253 
Organization,  240-242 
Courses  of  Instruction,  242-251 
Department  of  Artillery  and  Land 
Defense,  245-246 


INDEX. 


Department      Engineering      and 

Mine  Defense,  246-247 
Examinations,  247 
Graduation,  247-248 
Enlisted  Men's  Division,  248-251 
Students,  251-253 
College  of  St.  Francis  Xavier,  174, 

175 

College  of  St.  Thomas,  169,  170 
Columbia    Military    Academy,    183, 

184 

Concordia  College,  166 
Connecticut     Agricultural     College, 

117 

Cornell  University,  136-137 
Culver  Military  Academy,  166,  167 

Dabney,  Pres.   Chas.  W.,  reference 

to  military  education,  88 
Delaware  College,  118 
Distinguished   Institutions,   List  of 

(Other  than  Land  Grant),  160 
Classification     by     War     Depart- 
ment, 64-65 

Distinguished   Colleges,   64,   69-72 
Honor  Schools,  65,  70-72 
Detail  of  Officers  and  Noncommis- 
sioned Officers,  65-67 
Duties   of   Officers    and    Noncom- 
missioned Officers,  67 
Distinguished  Institutions,  64,  147, 
160 

Earlier  Education  in  Army,  19 
"Education"  vs.  "Training,"  26 
Educational  System  of  U.  S.  (Mili- 
tary), 28,  29 
Engineer     School,     United     States 

Army,  254-265 
Historical  Sketch,  254-261 
Organization,  261-263 
Courses  of  Instruction,  263-264 
Miscellaneous,  264-265 
Enlisted  Men,  Post  Schools  for,  315- 
320 

Field  Artillery,  School  of  Fire,  362- 

365 

Field  Engineer  School,  227-229 
Field    Service   and   Correspondence 

School  for  Medical  Officers,  229- 

233 

Foreign  Military  Education,  29-35 
Fork  Union  Military  Academy,  187, 

188 

Fortress  Monroe,  20 
Fort  Leavenworth,  Founding  of,  20, 

21 

Free  Military  School,  22,  23 
Curriculum,  23 

Garrison  Schools  for  Commissioned 

Officers,  298-314 
Description,  298 
Period  of  Instruction,  298 
Attendance,  298-300 


Preliminary  Instruction,  301,  302 

Course  of  Instruction,  302-304 

Examinations,  305 

Miscellaneous,  305-309 

Specimen  Post  Orders,  309-313 

Post  Graduate  Work,  313 

Miscellaneous,   313-314 
General    Regulations    for    Govern- 
ment   of    Army    Training    and 
Education,  26,  27,  28 
Georgia  Military  Academy,  161,  162 
Georgia  Military  College,  162,  163 
Gordon    Institute,    163,    164 

Harvard  School,  The,  161 
Hitchcock  Military  Academy,   The, 
194 

Indian  Campaigns,  19 
Institutions     of     Learning,     Other 
than  Land  Grant,  by  States 

Arkansas,  161 

California,  161 

Georgia,  161-165 

Hawaii,  165 

Illinois,  165 

Indiana,  166-168 

Kentucky,  168 

Maryland,  169 

Minnesota,  169-171 

Missouri,  171-172 

New  Jersey,  195-196 

New  Mexico,  172-174 

New  York,  174-177 

North  Carolina,  177-178 

Ohio,  178-180 

Pennsylvania,  180-181 

South  Carolina,  181-183 

Tennessee,  183-185 

Texas,  185-186 

Vermont,  186-187 

Virginia,  187-191 

Washington,  191 

Wisconsin,  191-193 
Instruction    Camps,    Summer,    330- 
337 

Jefferson  Barracks,  21 

Kamehameha  Schools,  The,  165 
Kansas  State  Agricultural  College, 

124 

Kemper  Military  School,  171,  172 
Kentucky  Military  Institute,  168 
Kerr,  Dr.,  address,  85 

L'Allemand's  Artillery,  21 
Land  Grant  Colleges,  59-157 
Agricultural  and  Mechanical  Col- 
lege of  Texas,  147,  148 
Agricultural  College  of  Utah,  148 
Alabama     Polytechnic     Institute, 

113 

Clemson      Agricultural      College, 
144,  145 


INDEX. 


429 


Connecticut  Agricultural  College, 
117 

Cornell  University,  136,  137 

Delaware  College,  118 

Kansas  State  Agricultural  Col- 
lege, 124 

Louisiana  State  Univ.  and  Agri- 
cultural and  Mechanical  Col- 
lege, 125,  126 

Maryland  Agricultural  College, 
127,  128 

Massachusetts  Agricultural  Col- 
lege, 128,  129 

Massachusetts  Institute  of  Tech- 
nology, 129,  130 

Michigan  Agricultural  College, 
130 

Mississippi  Agricultural  and  Me- 
chanical College,  131 

New  Hampshire  College  of  Agri- 
culture and  Mechanic  Arts, 
134,  135 

New  Mexico  College  of  Agricul- 
ture and  Mechanic  Arts,  136 

North  Carolina  College  of  Agricul- 
ture and  Mechanic  Arts,  137 

North  Dakota  Agricultural  Col- 
lege, 138,  139 

North  Georgia  Agricultural  Col- 
lege, 120,  121 

Ohio  State  University,  139,  140 

Oklahoma  Agricultural  College, 
140,  141 

Oregon  Agricultural  College,  141 

Pennsylvania  State  College,  141, 
142 

Purdue  University,  122,  123 

Rhode  Island  State  College,  144 

Rutgers  College,  135 

South  Dakota  State  College,  145, 
146 

State  Agricultural  College  of 
Colorado,  116,  117 

State  College  of  Washington,  154 
155 

State  University  of  Iowa,  123,  124 

State  University  of  Kentucky, 
124,  125 

University  of  Arizona,  114 

University  of  Arkansas,  114,  115 

University  of  California,  115,  116 

University  of  Florida,  118,  119 

University  of  Georgia,  119,  120 

University  of  Idaho,  121 

University  of  Illinois,  121,  122 

University  of  Maine,  126,  127 

University  of  Minnesota,  130,  131 
University  of  Missouri,  132,  133 
University  of  Nebraska,  133 
University  of  Nevada,  134 
University  of  Porto  Rico,  142,  143 
University  of  Tennessee,  146,  147 
University  of  Vermont,  148,  149 
University  of  Wisconsin,  156,  157 
University  of  Wyoming,  157 


Virginia     Polytechnic     Institute, 

154 
West    Virginia    University,    155, 

156 

Congressional    Acts,    relating    to 
Land  Grant  Colleges,  415-419 
Laws  governing  detail  of  officers  to 
Civil  Institutions  of  Learning, 
60,  61. 
Lenihan,  Capt,  M.  J.,  address,  86 

Manlius  Schools,  The,  175,  176 

Marist  College,  164 

Maryland  Agricultural  College,  127, 

128 
Massachusetts  Agricultural  College, 

128,  129 

Massachusetts    Institute    of    Tech- 
nology, 129,  130 
Medical  School,  Army,  282-297 
Michigan  Agricultural  College,  130 
Miami  Military  Institute,  196,  197 
Military  Education  in  Land  Grant 

Colleges,  79-157 
Definition  of  Land  Grant  College, 

79 

Military  Education  Generally,  17 
Military  Education  in  Civil  Institu- 
tions of  Learning,  59 
Military  Education  of  the  Organized 

Militia,  372-392 
Constitutional      Provisions      and 

Laws,  372,  375 
Discussion,  372-392 
Militia  Systems  by  States,  379 
Alabama,  384-386 
Arizona,  384 
California,  382-384 
Colorado,  386-388 
Massachusetts,  379-381 
Oregon,  388-390 
Vermont,  391-392 
Military  Education  in  Land  Grant 

Colleges,  by  States, 
Alabama,  113 
Arizona,  114 
Arkansas,  114-115 
California,  115-116 
Colorado,  116-117 
Connecticut,  117 
Delaware,  118 
Florida,  118-119 
Georgia,  119-121 
Idaho,  121 
Illinois,  121-122 
Indiana,  122-123 
Iowa,  123-124 
Kansas,  124 
Kentucky,  124,  125 
Louisiana,  125,  126 
Maine,  126,  127 
Maryland,  127-128 
Massachusetts,  128-130 
Michigan,  130 
Minnesota,  130-131 


INDEX. 


Mississippi,  131 

Missouri,  132-133 

Nebraska,  133 

Nevada,  134 

New  Hampshire,  134-135 

New  Jersey,  135 

New  Mexico,  136 

New  York,  136-137 

North  Carolina,  137 

North  Dakota,  138-139 

Ohio,  139-140 

Oklahoma,  140-141 

Oregon,  141 

Pennsylvania,  141-142 

Porto  Rico,  142-143 

Rhode  Island,  144 

South  Carolina,  144-145 

South  Dakota,  145-146 

Tennessee,  146-147 

Texas,  147-148 

Utah,  148 

Vermont,  148-154 

Virginia,  154 

Washington,  154-155 

West  Virginia,  155-156 

Wisconsin,  156-157 

Wyoming,  157 
Military  Organization  of  Students, 

68 

Military  Text  Books,  77-78 
Military  Value  of  Military  Educa- 
tion, 29 
Military  Educational  System  of  the 

United  States,  24-29 
Military  Education  in  Other  Coun- 
tries, 29-34 

Austria,  33 

Belgium,  34-35 

England,  30 

France,  32 

Germany,  31 

Italy,  33-34 
Militia,    Education    of    Organized 

372-392 

Morrill  Act,  Discussion  of,  79-84 
Mounted  Service  School,  266-281 

Historical  Sketch,  266-271 

Organization,  271-274 

Subschools,  274 

Courses  of  Instruction,  274-281 

Regulations,  274-281 

Names  and  Locations  of  Garrisoned 
Posts,  402-405 

National  Guard,  25,  27,  372-392 

New  Hampshire  College  of  Agricul- 
ture and  Mechanic  Arts,  134-135 

New  Mexico  College  of  Agriculture 
and  Mechanic  Arts,  136 

New  Mexico  Military  Institute  172 
173,  174 

New  York  Military  Academy,  176, 

North  Carolina  College  of  Agricul- 
ture and  Mechanic  Arts,  137 


North  Dakota  Agricultural  College/ 

138-139 
North  Georgia  Agricultural  College, 

120-121 
Northwestern    Military    and    Naval 

Academy,  The,  191-192 
Norwich  University,  186-187 

Officers    Detailed    as    Inspector-In- 
structors, Militia,  411-414 
Officers    Detailed    as    Professors   of 

Military  Science,  407-410 
Ohio   Northern   University,   178-179 
Ohio  State  University,  139-140 
Oklahoma  Agricultural  College,  140- 

141 

Oregon  Agricultural  College,  141 
Organization     of     Military     Educa- 
tional System  of  U.  S.,  24-25 
Organization  of  Students,  Military. 

68 
Ouachita  College,  161 

Peacock  Military  College,  The,  185- 
186 

Pennsylvania  Military  College,  180- 
181 

Pennsylvania  State  College,  141-142 

Post  Schools  for  Enlisted  Men,  315- 

320 

Description,  315-316 
Instruction,  316-318 
Specimen  Post  Orders,  318-320 

Present  Situation  of  Military  Edu- 
cation in  Civil  Institutions,  101- 
107 

Primitive  Warfare,  17 

Purdue  University,  122-123 

Purpose  of  Book,  18-19 

Regulations,  Army,  reference  to 
military  training  and  instruc- 
tion, 26,  27,  28 

Regulations,  placing  responsibility 
for  training  upon  Department 
Commanders,  26-27 

Regulations  pertaining  to  issue  of 
Arms,  74-77 

Regulations   Governing   Attendance 
and     Admission     (Militia)     to 
School  of  the  Line,  216,  217 
Course  of  Study,  218-219 
Examinations,  219-220 

Rhode  Island  State  College,  144 

Riverside  Military  Academy,  164- 
165 

Rutgers  College,  135 

Schools  for  Bakers  and  Cooks,  321, 

329 
Description   and   Discussion,   321- 

322 
Organization  and  Instruction,  322- 

324 
Course   of   Instruction,    324,    325, 


INDEX. 


431 


Ration  Regulations,  327-329 
School  for  Infantry,  19 
School  of  Fire  for  Field  Artillery, 

362-365 

Historical  Sketch,  362 
Organization,  362-364 
Courses  of  Instruction,  364-365 
School  of  Musketry,  338-361 
Historical  Sketch,  338 
Exercise  Problems,  343-351 
School   Program  by  Weeks,   351- 

361 

School  of  the  Line,  Army,  213-220 
Scott's  Tactics,  21 
Service  Schools,  203-239;   Mounted, 

266-281 

Service  Schools,  Army,  203-239 
Sewanee  Military  Academy,  184,  185 
Shattuck  School,  170-171 
Signal  Corps  Aviation  School,  366- 

371 

Historical  Sketch,  366 
Curriculum,  366 
Discussion,  366-371 
Signal  School,  Army,  223 
South  Dakota  State  College,  145-146 
Specialization  in  Military,  18 
Stanton  Military  Academy,  188 
State  Agricultural  College  of  Colo- 
rado, 116-117 

Staff  College,  Army,  220-223 
State   College   of  Washington,   154- 

155 
State      Universities,      see      "Land 

Grant"  Colleges,  79-157 
State  University  of  Iowa,  123-124 
State  University  of  Kentucky,  124- 

125 
Statistical,    Land    Grant    Colleges, 

107-110 

Table  I.    Undergraduate  Students 
in  Four  Year  Courses  in  Land 
Grant  Colleges,  108-109 
Table  II.    Undergraduate  Colored 

Students,  110 
Students        Military        Instruction 

Camps,  330-337 
Description,  330 
Article  by  President  Drinker,  331- 

332 
Bulletin   of  War   Department  on 

Students  Camps,  333-337 
St.  John's  College,  169 
St.  John's  Military  Academy,  193 
St.  Matthew's  Military  School,  194- 

195 

Tennessee  Military  Institute,  185 
Text  Books,  Military,  77-78 
"Training"  vs.  "Education,"  26 

United  States  Military  Academy,  29, 

36,  58 

Approval  of,  37,  38,  39 
History,  39,  40 
Organization,  41 

Superintendent  and  Commandant, 
41 


Military  Staff,  41 

Department  of  Instruction,  41-42 

Cadet  Corps  Organization,  42 

Classification  of  Cadets,  42 

Appointment,  43 

Examination  and  Admission,  44- 

45 

Character  of  Examinations,  45 
Physical  Examinations,  45-47 
Vacations  and  Leaves  of  Absence, 

47 

Pay  of  Cadets,  47 
Deposits,  47 
Academic  Duties,  48 
Promotion  after  Graduation,  48 
Program  of  Instruction,  48-50 
Department  of  Tactics,  50-52 
Philosophy,  52 
Mathematics,  52 
Chemistry,  53 
Drawing,  54 
"  Languages,  54 

Law,  55 

"    Engineering,  55 
"  "    Ordnance  and 

Gunnery,    56-57 
"   Military  Hygiene, 

57 

"    English  and   His- 
tory, 57-58 
"    Library,  58 


United  States 
University  of 
University  of 
University  of 
University  of 
University  of 
University  of 
University  of 
University  of 
University  of 
University  of 
University  of 
University  of 
University  of 
University  of 
University  of 
University  of 
University  of 
University  of 
University  of 


Military  School,  23 
Arizona,  114 
Arkansas,  114-115 
California,  115-116 
Florida,  118-119 
Georgia,  119-120 
Idaho,  121 
Illinois,  121,  122 
Maine,  126-127 
Minnesota,  130-131 
Missouri,  132-133 
Nebraska,  133 
Nevada,   134 
Notre  Dame,  167-168 
Porto  Rico,  142-143 
Tennessee,  146-147 
Vermont,  148-153 
Washington,  191 
Wisconsin,  156-157 
Wyoming,  157 


Virginia  Military  Institute,  188,  189, 

190,  191 
Virginia  Polytechnic  Institute,  154 

War  College,  Army,  198-202 

War  of  1812,  19 

War  of  the  Revolution,  19 

Washington,  19 

Wenonah  Military  Academy,  195-196 

Wentworth  Military  Academy,  172 

Western  Military  Academy,  165 

West    Point,     (See    United    States 

Military  Academy),  36 
West  Virginia  University,  155-156 
Wilberforce  University,  179-180 


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